Opinion

What does ‘respect’ mean for infants and toddlers in early childhood centres?

From inviting infants to engage and waiting for their approval prior to interacting with them to interpreting children’s intentions by peacefully observing them, Toni Christie explores how respect is the most significant aspect of care and education

Published

7 years ago

March 8, 2018

Toni Christie

Respect is the most significant aspect of care and education with infants and toddlers in centre-based care. Defined as ‘treating with consideration’, respect was the over-arching feature underpinning the values and actions of teachers in a recent research project undertaken in a New Zealand infant and toddler centre. The overall aim of the study was to explore these practices for the benefit of other practitioners wanting to emulate a similar environment.

Introduction

This article is based on the findings from my master’s thesis completed in 2010. I undertook a qualitative case study that investigated the practices of primary care, freedom of children’s movement to enhance their physical capabilities, and respect for children’s confidence and competence.

The case study centre caters for twenty children under two years of age and is open from 7.30am until 6pm Monday to Friday. The ratio is 1:4 with a centre manager who works on the floor but outside of the ratio. The centre is divided into three distinct areas; the infant room, the toddler room and an outdoor area. There are eight infants with two teachers in the infant room and twelve toddlers with three teachers in the toddler room. My research was conducted in the infant room and the teaching staff observed and interviewed for the research were the two infant teachers and the centre manager.

Observation data was gathered by non-participant pen and paper observations and video recording. Documentation records such as ERO reports, prospectus information, children’s individual discovery projects, wall displays, newsletters and information for parents were useful in triangulating data generated by observations and teacher interviews as well as a parent focus group interview. A thematic coding of observational and interview data was used to interpret and analyse the data.

Teachers at the case study centre engaged in ways that would suggest they accept each person as an individual with rights and freedoms. Teachers invited children to engage with them, and no action would be initiated for or with a child without his or her agreement. This agreement was shown through the children’s cues and gestures, to which the teachers were all highly attuned. Teachers slowed their pace intentionally and offered children choices in their care and education. Close observation of the children by the teachers enhanced their ability to interpret individual children’s needs and wants. The teachers would then offer support for children rather than intervene unnecessarily

Ethics of care

The ethics of care discourse provided an important background to my study. The notions of empathy and respect at the heart of the ‘ethics of care’ discourse are prevalent in the feminist moral theory literature (Goldstein, 1998; Dahlberg & Moss, 2005; Noddings, 1984; Tronto, 1993). The general premise of the ethics of care debate is that “caring is not something you are, but rather something you engage in, something you do” (Goldstein, 1998, p. 247). The word ‘care’, as it pertains to teaching, is often linked to feelings, personality traits, or a person’s temperament. However, Goldstein argues, this simplistic view of care obscures the “complexity and intellectual challenge of work with young children” (p. 245).

Noddings (1984) is in agreement with Goldstein and states: “Caring involves stepping out of one’s own personal frame of reference and into the other’s” (p. 24). Noddings calls this motivational shift of putting aside your own choices, preferences, ideas, and really receiving another person as “motivational displacement” (p. 24). This shift “compels the one-caring to give primacy, even if momentarily, to the goals and needs of the cared-for” (Goldstein, 1998, p. 246). This motivational displacement coupled with peaceful observation (see later section) will lead the one caring to support the one cared for in a manner most suited to the cared for. For example, a teacher may believe that a child has no need or use for a security toy, but in reading the gestures and cues of the infant (peaceful observation) may offer the infant their security toy against their own beliefs (motivational displacement).

Teachers invite children to engage

Interactions with children at the case study centre would most often begin with some form of invitation to interact by the teacher. Usually this would take the form of a verbal invitation accompanied by outstretched open hands with palms facing up. After this initial verbal and physical invitation, the caregiver would wait for a response. The response time from the child varied. The one constant in this sequence of events was that nothing happened until the child agreed:

Interaction between Kea [teacher] and Charlotte [infant]

(All participants’ names are pseudonyms.)

“Would you like a nappy change?” she says the words and offers opened arms and hands.

When Charlotte doesn’t react Kea says “I’ll wait until you are ready.”

[Adding] “You let me know when you are ready” Charlotte thought for about 30 seconds and then bum-shuffled, waving her hands over to Kea who scooped her into her waiting open hands and arms and took her for a nappy change.

(Observation data transcribed from video)

In this exchange the child is offered the choice and therefore holds the power over when her nappy is changed. This was very typical of the interactions at the case study centre. A teacher would initiate with a verbal invitation, always accompanied by open hands held out as a gesture of invitation. Then the teacher would wait for the child’s assent which would usually be a physical sign such as tipping forwards into the open arms or putting their hands up to be carried or moving closer to be picked up.

An invitation and explanation is a simple matter of respect. This can be understood in another scenario: for example, imagine being asked, being heard, and holding the power yourself in matters affecting your physical well-being. For most adults this is accepted as a basic human right. Now imagine someone physically lifting or interfering with you in any way to which you have not consented. In the second instance, when you were not invited or consulted, the experience is one of powerlessness. You might feel more like an object rather than a human being with individual thoughts, opinions, freedoms and rights!

Unhurried time

In order to give infants unhurried time, teachers themselves have to make a commitment to slow down and be emotionally ‘present’ with infants (Kovach & Da Ros-Voseles, 2008). The following is an example of how teachers were unhurried in their interactions with infants at the case study centre:

When Tui comes back to the nursery Kea has been cuddling Max and Tui heats his bottle. She gently removes his jersey. This is a slow process and she talks to him about how she is moving his body. Tui takes Max and the bottle through to the sleep room. Tui cuddles Max as she feeds him his bottle. Ben is not yet asleep and he calls out when Max makes some sounds prior to his bottle coming. Max stops to have a look at the moving stars and Tui waits patiently until he wants his bottle again. She tries again but Max moves his head indicating he has had enough… “OK shall we put you to bed then?” She puts Max into his bed and strokes his head. She hums along with the music that is playing and Max makes little snuffling sleepy noises while she hums. He plays with her hand which is not stroking his head. Ben lets out some sounds and Max makes a small complaint. Not enough for Tui to take him out of bed. Max yawns and Tui rubs his chest gently. Max experiments with sounds and Ben joins in a little bit. Now Tui is rubbing his chest gently with one hand and his head with the other. Max’ eyes close and Tui stays with him a while longer continuing to rub his chest. When she is sure he’s asleep she gently removes her hand from his chest and fluidly secures the side of his cot and removes herself from his cot. She sits listening to Ben for a while: I think she is deciding whether she should allow him to see her as till this point though he has heard her he hasn’t seen her. He holds his hands out to Tui to indicate that he needs her. She picks him up and suggests they go and change his nappy. (Observation data transcribed from video)

The observation above is evidence of the teacher’s commitment to slowing her pace and providing valuable, uninterrupted, quality time and attention to the infant. When she does this she demonstrates her ability to empathise with the infant and understand from his perspective what the experience of going to sleep at the centre must feel like.

One parent at the focus group interview described a workshop (run by the teachers at the case study centre) where she and her husband, along with other partners present, had to feed each other:

We were role playing and one was the child and the other the adult and we had to role play the scenario where they are rushing the child. Her partner was feeding her yoghurt and talking on his cell phone at the same time and wasn’t allowing her the time to swallow. She said by the end of it she was covered in yoghurt and really angry but the exercise taught her a great lesson about following the child’s lead for when they are ready and how long they might need to swallow. Also, she was annoyed about him talking on the cell phone instead of paying attention to her.

(Janine: parent focus group interview)

Another aspect of unhurried time is the conscious decision that teachers have made to move slowly and fluidly in the infant room. They move as though they do not want to disturb anything. On several occasions I observed teachers moving slowly and softly, with small, quiet, and fluid movements. When asked about this in the teacher interviews they would explain their intention is to reinforce the idea that this is the children’s space and teachers do not want to do anything that will disturb that slow, peaceful space and pace.

This practice of taking adequate time deepens teachers’ awareness and knowledge of each child, sensed by their behaviour, body language and expressions. In the case above, the cues suggested Max might be a bit tired. Talking to him about tiredness and suggesting a sleep allowed the child to be the decision maker in the process.

My research indicated that when teachers give their time they show value for the person with whom they are engaged. When we rush an interaction we run the risk of leaving the person with whom we are interacting feeling unsatisfied and undervalued by the experience. Each child will have his or her own rhythm and pace. Respectful practice involves stepping out of personal rhythm and pace and adjusting to that of the infant. For adults generally this is going to mean slowing down a great deal in order to observe and interpret needs, invite children to engage, wait for their response and then engage in the interaction at the child’s pace.

Choices are offered

On several occasions I observed teachers offering children choices and one of the most common was to offer children a choice in the colour of the bib they wanted to wear for a mealtime. This was something that happened prior to every meal time and was part of a sequenced routine for children. Wearing a bib indicated that they would have their meal next. I noticed that the action of choosing a bib aided children’s ability to wait for a turn.

At mealtimes there were always choices for food prepared by the cook so teachers could cater to children’s individual tastes. Also choices about when children were hungry and wanted to eat were decided by the child. Teachers would offer food and if it was not accepted they would put it away to offer later.

Teachers at the case study centre felt that offering children choices was an essential element of their philosophy and practices. Below are examples of the Centre manager’s opinion on the subject of choices:

It is important to offer children choices. You know especially infants – they don’t get a lot of choice about anything really. So offering them a choice in anything that involves them gives the power over to them. They can see and feel how powerful they are in decisions which directly affect their wellbeing (Huia: teacher interview).

It is important to talk to them about what is going to happen next and giving them the opportunity to respond and be a willing participant. By giving children choices (particularly infants who are often overlooked in this area), they will soon get the idea that their opinion is valued (Huia: teacher interview).

Offering choices and inviting children to engage are both important parts of the programme provided at the case study centre. In both of these aspects the teachers consider it essential that they wait for a response. Suskind (1985, cited in Petrie & Owen, 2005, p. 144) calls this time between teacher invitation and child response “. This is another important aspect of offering choices which links to the concept of unhurried time. When a choice is offered, teachers need to allow time for a response (and this may take longer than expected in ‘adult time’), and then react according to the wishes of the child. I agree with Brumbaugh (2008) who sums up why it is important to offer children choices succinctly: “When educators trust children to make choices concerning their daily events and activities, they not only create a sense of autonomy, but also an environment of respect” (p. 175).

Peaceful observation

My findings indicate that through subtle signs and gestures in the presence of sensitive, attuned observers, even the youngest child can express his or her opinion and therefore have his or her human rights upheld (United Nations Committee on the Rights of the Child, 2003).

It is through observation that teachers learn what the child wants, needs, likes, dislikes and also what they are capable of and what their emerging capabilities are. This peaceful observation enables teachers to go further than just feeling empathy. They go beyond “what would I want if I were her?” to actually consider “what does she want?” An example was when Kea put away a child’s pacifier because she had thought she did not need it:

The child didn’t complain but looked anxious so Kea gave it back and said “Do you feel you need that?” Liv put it down beside her and continued to explore without it.

In the example above, Kea felt Liv had no need or use for the pacifier but by paying close attention to the emotions of the child who did not complain but simply looked anxious, was able to interpret the desires of the child. The ethics of care discourse (Goldstein, 1998; Noddings, 1984) would suggest that peaceful observation led Kea to give Liv the pacifier against her own better judgment (motivational displacement) because the ethics of care involve respecting another person enough to understand what they might actually want as opposed to what you think they might want.

This same ideology explains why I observed teachers over-riding the guidelines of free movement on occasion at the case study centre. Even though teachers believed strongly in the idea of natural motor progression and un-aided motor development, they would pick up a child who became upset lying on his back, or help him roll back onto his back if he was upset on his tummy, or prop a child to sit if this was a practice they were more used to from home. By paying close attention or engaging in attentive, receptive engrossment (Goldstein, 1998) the teacher displaces her own motivation and acts as the child wants, as opposed to the teacher’s own perception of what the child wants.

This ability to really see from the perspective of another requires close attention on the part of the teacher. I have labeled it peaceful observation as neither teacher nor child is making any demands of the other.

Teachers support rather than intervene

The teachers at the case study centre all felt very strongly that support rather than intervention was a mark of respect for the child. They felt that adults generally try to do too much for children and this can have a damaging effect on the child’s perception of themselves as confident and competent learners. The following were some of the comments from the teacher interviews:

Our infants are exposed to an environment that respects them for who they are, their wairua (spirit) is nurtured, honoured and celebrated. Our programme encourages our babies to feel secure and safe to make independent choices in all areas of their learning and development. I believe this teaches them a positive and healthy self-image and, ultimately and optimistically, a healthy world view (Tui: teacher interview).

I think respecting children’s confidence and competence provides them with the mana (self-esteem) that comes with working through feelings and emotions. When infants are allowed time and support to work through feelings like frustration they learn to self-regulate, collect themselves and focus. They also learn to trust and feel emotionally secure if they need that extra hand from someone else. Knowing when to lend that hand is really important. Children are capable of so much more than people often give them credit for (Tui: teacher interview).

[We believe in] giving children the freedom, and encouraging them to become confident explorers. Being there to support, but not interfere as they figure things out, for example how to use their own bodies to get to where they want to go in their own time (Huia: teacher interview).

Brownlee (2009) talks about “a baby’s sacred quest for competence” (p. 4) and discusses why trusting children and waiting and watching is far more beneficial to the child than rushing in to ‘save’ or ‘rescue’ them. When a child learns to master anything on his or her own there is a sense of power and competence that no amount of watching an adult do it for them could possibly hope to emulate.

A team approach is an important element

In the same way that it has been shown that teachers show respect for children they also demonstrate it amongst themselves. The teachers developed some sound strategies for ensuring they have a shared understanding of what it is to be respectful of each other. The team contract created by the current teaching team at the case study centre is a good example. This contract is a document the teachers developed together by brainstorming everything that each felt was important. Everything in the contract had to be agreed to by all the parties and this has given the teachers a shared understanding of respectful behaviour. Most importantly, because it was worked out together, each of the team has ownership of the ideas the contract contains.

Summary

Actions demonstrating respect include: developing nurturing relationships, predictability, empathy, considering the child as a capable and equal human being, being fully ‘present’ and undertaking peaceful observations to respond sensitively. Respect involves intentional caring or an ethic of care where the teacher is intentionally able to displace her own motivation in order to truly understand the needs and wishes of the child. When teachers invite children to engage, and wait for their agreement prior to engaging, infants are afforded control over their situation.

Teachers show respect for infants with their practice in early childhood centres by:

Recognising that infants need to develop a strong and reciprocal relationship with at least one other person in the environment and implementing a primary caregiver system to cater for that primary need.

Inviting infants to engage and waiting for their approval prior to interacting with them.

Interpreting children’s intentions by peacefully observing them and paying close attention to their body language, cues and gestures.

Recognising that infants may prefer an unhurried approach to their individual care routines, learning and development, for example, being flexible and responding according to the needs and rhythms of the infants as opposed to working by the clock.

Offering infants choices about what is to happen for them and waiting for a response to the choices that are offered.

Being available to the infant and supporting them in their learning, but resisting the urge to intervene unnecessarily in their problem-solving efforts and mastery of their own physical development.

Recognising the need for a strong philosophy and deep level of respect for children, families and the whole team at the centre.

The teachers at the case study centre have a vision about how their centre should feel and what experiences will be like for infants and toddlers who attend. The most important part of realising this vision is that every one of the teaching team shares the vision. Part of the philosophy with children is that teachers trust them to be confident and competent learners but the first level of trust necessary within the environment is amongst all of the adults who are participating.

Brownlee, P. (2009).Ego and the baby, or why your colleagues huff and puff when you trust infants.In Yeah baby! 2009: A collection of articles for teachers and parents of infants and toddlers.(pp. 4-5).Wellington, New Zealand: Childspace Early Childhood Institute.

Brumbaugh, E. (2008).DAP in ECE: Respect.Kappa Delta Pi Record. 44(4), 70- 175.

Dahlberg, G., & Moss, P. (2005).What ethics?In G. Dahlberg & P. Moss (Eds.), Ethics and politics in early childhood education (pp. 64-85).London, England:Routledge.

Goldstein, L. (1998).More than gentle smiles and warm hugs:Applying the ethic of care to early childhood education.Journal of Research in Childhood Education. 12 (2), 244-256.

Hammond, R. (2009).Respecting babies: A new look at Magda Gerber’s RIE approach. Washington, DC:Zero to Three .

Kovach, B., & Da Ros-Voseles, D. (2008) Being with babies:Understanding and responding to the infants in your care.Silver Spring, MD:Gryphon House.

Noddings, N. (1984). Caring.Berkeley, CA: University of California Press.

Petrie, S., & Owen, S. (2005). Authentic relationships in group care for infants and toddlers – Resources for infant educarers (RIE) principles into practice.Philadelphia, PA:Jessica Kingsley.

Tronto, J. (1993). Moral boundaries:A political argument for an ethic of care.New York, NY:Routledge.

United Nations Committee on the Rights of the Child. (2003, October). Concluding observations of the Committee on the Rights of the Child: New Zealand. (UN Doc. CRC/C/15/Add.216).Geneva, Italy: Author.

About the Author:

Toni Christie is the Director of Childspace Early Childhood Institute in Wellington, New Zealand. She holds a Master's degree in Education and her research interests include infants and toddlers, environment design, nature education and leadership. Toni enjoys her many roles as Director, author, editor, marriage celebrant, speaker, musician, wife and mother.

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The Ethics of AI Art in Education & Nostalgia: The Ghibli Effect

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1 day ago

March 31, 2025

Dhruv Chhabra

There’s something deeply sacred about a child’s first sketch—the awkward crayon lines, the lopsided sun, the stick figures that smile despite their missing limbs. That’s the heart of human creativity: messy, imperfect, emotional. And then there’s AI art—sleek, polished, awe-inspiring, and often eerily devoid of that same soul. So where do we draw the line when we bring this technology into schools, where the purpose of art isn’t just aesthetic, but emotional, developmental, and deeply personal?

As AI-generated art becomes increasingly accessible, educators and institutions are exploring its use in classrooms, textbooks, exhibitions, and even personalised student projects. The tools are powerful. With a few prompts, a teacher can conjure up a world map in Van Gogh’s style or generate a Ghibli-inspired version of a student’s family portrait. It’s engaging, efficient, and undeniably exciting. But in this rush to embrace innovation, are we unconsciously sidelining the raw, human act of creation?

Take, for instance, the aesthetic influence of Studio Ghibli—a name synonymous with hand-drawn magic. Hayao Miyazaki, its legendary co-founder, has publicly criticised AI-generated art as soulless. For a man who believes every frame must carry the weight of life, suffering, and intent, AI art is an affront to authenticity. And when we use Ghibli-inspired AI to recreate school memories or cultural illustrations, are we honouring that legacy or reducing it to a visual filter?

This question becomes even more relevant in educational spaces, where art is more than visual delight. It’s therapy, it’s storytelling, it’s identity-building. A classroom wall covered with AI-generated posters may look stunning, but what happens when it replaces the joy of getting paint under your fingernails or proudly misspelling your name in glitter?

Then there’s the ethical dilemma of data and labour. Who gets credited when AI art is trained on thousands of anonymous, unpaid artists? Are we inadvertently participating in a system that borrows without consent?

And what message does that send to young creators—that their work can be replicated, remixed, and resold by a machine in seconds?

Of course, this isn’t a call to ban AI art from classrooms. Quite the opposite. There’s immense potential here—to use AI as a collaborative tool rather than a replacement. Imagine students learning how to prompt ethically, understanding how AI generates images, and using it to reflect on visual storytelling, bias, and authorship. Education is the perfect place to ask these questions—not avoid them.

And let’s talk about nostalgia—the emotional undertow of this whole conversation. Many of us turn to AI to recreate what once made us feel safe, seen, and whole. Whether it’s turning a family portrait into a Ghibli scene or reviving the aesthetics of Amar Chitra Katha, it stems from love. But love also requires respect. And perhaps the most respectful thing we can do is to remember that some things—like a child’s first drawing, or the tremble in an old hand sketching memories—are sacred because they are human.

So as educators, creators, and curators of tomorrow’s imaginations, let us not trade soul for style. Let AI walk beside our children, not ahead of them. Let it support the messy, magical business of making art—not sanitise it.

Because in the end, the point isn’t to create perfect art. It’s to create honest ones.

Education

“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020

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Team ScooNews

A glimpse from the podcast titled "Be the Change in the Changing World,"

In a deeply reflective and engaging episode of the NEP Tunes podcast, Dr. Anju Chazot, education reformer and founder of Mahatma Gandhi International School (MGIS), Ahmedabad, sat down with Mrs. Anita Karwal, former Secretary of School Education, Government of India, to explore one fundamental question: How do we prepare children for a rapidly changing world?

Titled “Be the Change in the Changing World,” the episode offers a powerful conversation between two veterans of Indian education who have shared a decades-long friendship—and a mutual vision for a holistic and transformative school system.

“You can’t prepare children for tomorrow with the pedagogy of the day before yesterday.”

Drawing inspiration from John Dewey’s famous words, the episode begins by addressing the urgent need for policy literacy among stakeholders in education. Mrs. Karwal and Dr. Chazot underscore that the pace of global change—technological, environmental, economic, and emotional—has far outstripped the ability of traditional education systems to keep up. “We are in a VUCA world—volatile, uncertain, complex, ambiguous,” Karwal reminds listeners, calling for schools to adapt to this reality rather than resist it.

Decolonising the Classroom

A significant portion of the conversation focused on the historical context of schooling in India. Dr. Chazot draws parallels between today’s school system and Michel Foucault’s “cell and bell” model, which mirrors the prison system—marked by uniforms, bells, and rigid structures. Tracing the roots of modern schooling to the Prussian military model and colonial-era policies introduced by Lord Macaulay, both speakers lamented how education was once used as a tool to produce clerks for the Empire, rather than creative, entrepreneurial individuals.

“Colonialism didn’t just take away our resources; it colonised our minds,” Chazot observed. Karwal added, “The gurukul system was rooted, contextual, and sustainable. The colonial model replaced it with standardisation and control.”

Disruptions and the Call for Change

From climate change to AI, from the gig economy to rising mental health challenges—today’s youth are living in an era of non-stop disruptions. Mrs. Karwal shared a poignant insight: on the very day she retired from her government service (30 November 2022), OpenAI launched ChatGPT. “As a senior citizen, I would have felt useless had I not tried to understand this disruption,” she said, urging listeners to stay updated with technological trends.

Mental health also featured prominently in the discussion. The World Health Organization reports a 25% increase in global anxiety and depression cases, especially among the youth. Schools, Karwal said, must acknowledge and address this invisible epidemic, and create environments that are nurturing—not anxiety-inducing.

Why NEP 2020 Is a Game Changer

Against this backdrop, both educators believe the National Education Policy 2020 is a timely and visionary document. “It’s not just about academics—it’s about the whole child,” said Chazot, pointing to NEP’s focus on holistic development across cognitive, emotional, physical, and ethical domains.

Key elements of the NEP and the newly released National Curriculum Framework (NCF) discussed in the podcast include:

A shift from rote learning to competency-based, experiential learning
Focus on Indian traditions and cultural rootedness
Moving away from exam-centric teaching, especially in early years
Recognition of multilingualism and contextual learning
Encouragement of critical thinking, creativity, and adaptability

“Learning to learn is the most essential skill of the future,” Karwal stressed. “Children must be ready to unlearn and relearn throughout life.”

The Future of Jobs

To illustrate the rapidly changing employment landscape, both speakers listed a host of emerging careers—from Prompt Engineers and Drone Fleet Managers to Climate Data Analysts and Digital Detox Specialists. “Just imagine,” Chazot quipped, “if I were a child again, I’d become a Prompt Engineer and finally fulfil my parents’ dreams of being an engineer—with a creative twist!”

Karwal, on the other hand, expressed a desire to become a Human-Machine Team Manager—a futuristic role bridging collaboration between people and machines.

Their message was clear: the world our children are entering is drastically different from the one their parents and teachers grew up in. And education must keep up.

A Takeaway Challenge for Listeners

To wrap up the episode, the hosts offered a unique call-to-action: ask yourself what job you would pick today if you could go back in time again. Then, explore new professions with your family or students. From LinkedIn job listings to the World Economic Forum’s reports, Karwal recommended several tools to research emerging careers. They invited listeners to write in with their findings and reflections.

“This exercise is not just for students,” said Dr. Chazot. “It’s for parents, teachers, and policy-makers alike. We must all become learners again.”

Final Thoughts

In an era where the only constant is change, the NEP Tunes podcast is a timely resource to help educators, parents, and students reimagine the purpose of schooling. With leaders like Anju Chazot and Anita Karwal at the helm of the conversation, the journey towards meaningful transformation in Indian education seems not only possible—but exciting.

🟡 This article is adapted from the NEP Tunes podcast hosted by Dr. Anju Chazot. You can listen to the full episode on YouTube. Here is the video-

Education

‘Baalpan ki Kavita’ Initiative Launched to Restore Indian Rhymes for Young Learners

Published

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Dhruv Chhabra

In an important stride towards implementing the National Education Policy (NEP) 2020, the Ministry of Education has launched the “Baalpan ki Kavita” initiative—an ambitious project to restore and revive Indian rhymes and poems for young children across the country. Spearheaded by the Department of School Education & Literacy (DoSE&L), this initiative aims to build a vibrant compendium of age-appropriate, culturally resonant poems in all Bharatiya Bhasha (Indian languages) and in English, for pre-primary to Grade 2 learners.

The initiative recognises the powerful influence of rhymes and poems in early childhood education—offering not only linguistic development but also cultural grounding. Through the “Baalpan ki Kavita” contest, DoSE&L and MyGov are inviting educators, parents, poets, and language enthusiasts to contribute existing or original rhymes under three categories: Pre-primary (ages 3–6), Grade 1 (ages 6–7), and Grade 2 (ages 7–8). The entries can be submitted from 26 March to 22 April 2025 on the MyGov website, and should reflect joyful, child-friendly content rooted in India’s diverse cultural milieu.

While the initiative has been widely welcomed, it has also sparked necessary conversations around what it means to restore “Bharatiya” poems in a truly pluralistic and inclusive India. Critics and educators alike are cautioning that while returning to linguistic and cultural roots is commendable, it is equally essential to ensure that the selected rhymes reflect progressive values, diversity, and regional representation.

For decades, Indian children have grown up reciting foreign nursery rhymes like Twinkle Twinkle Little Star or Jack and Jill, with little exposure to traditional Indian poetic forms. While some schools have occasionally included regional gems such as Nani Teri Morni Ko Mor Le Gaye (Hindi) or Chanda Mama Door Ke (widely popular in Hindi and Telugu), these have rarely found a standard place in national curricula.

The absence of Indian rhymes in mainstream education can be attributed to colonial hangovers, lack of standardisation across states, and an education system that long prioritised English-medium content. However, the NEP 2020 has made a strong case for multilingualism and cultural rootedness in foundational education—opening the door to such initiatives that celebrate India’s linguistic diversity.

That said, educationists emphasise that inclusion must go hand-in-hand with critical curation. Rhymes must reflect the India of today—not just folklore, but stories that uphold gender equality, environmental awareness, and kindness. We must move beyond simplistic moral binaries or caste-laden tales that have occasionally crept into traditional literature.

In fact, there’s an opportunity here to revive some of India’s lesser-known literary treasures—folk rhymes from the hills of Himachal, tribal lullabies from Odisha, Malayalam couplets about the monsoon, Marathi riddles, and more. Rhymes like Appa Amma (Kannada) or Kokila Kokila (Tamil) can be powerful vehicles for language immersion, identity formation, and emotional development.

Still, romanticising the past without scrutiny is not ideal. While the intent to preserve Bharatiya Bhasha is commendable, there is a fine line between celebration and cultural imposition. This initiative must not become a tool to homogenise or politicise early education. India’s strength lies in its diversity—and that diversity and representation must be reflected in the poems our youngest citizens grow up reciting.

As “Baalpan ki Kavita” moves forward, stakeholders must approach the process with sensitivity, balance, and a deep commitment to building a generation that cherishes its heritage while dreaming with open, inclusive minds.

Education

Classroom Role Reversal: What If Students Taught Once a Month?

Published

2 weeks ago

March 18, 2025

Dhruv Chhabra

The image is generated using AI

The Vanishing Dream of Teaching

Once upon a time, being a teacher was one of the most aspirational professions for children. Ask any five-year-old about their future career, and chances were high that “teacher” would be among the first responses. The classroom was their stage, their teacher—an idol. So what changes over the years?

By the time students reach high school, teaching is barely on their list of dream jobs. In a classroom of over 30 students, only one or two might express a desire to teach (a stat that deserves deeper analysis, but the trend is evident). The question is—why does the admiration for teachers fade?

And more importantly—how do we fix it?

One radical yet simple solution: Make every student teach once a month.

The Power Shift: From Passive Learning to Active Teaching

Imagine this—once a month, students step into their teacher’s shoes. They prepare a topic, conduct a lesson, handle questions, and even deal with distractions.

This isn’t about replacing teachers; it’s about allowing students to experience the magic and the challenge of teaching firsthand.

Why does this matter?

Reigniting Respect for Teaching
Students often underestimate the skill and patience required to be an educator. By making them teach, they gain firsthand experience of the effort it takes to engage a classroom. It’s easy to complain about boring lectures—but what happens when they’re the ones standing at the front?
Boosting Communication and Leadership Skills
Teaching isn’t just about delivering content; it’s about clarity, confidence, and connection. Students who teach regularly develop public speaking skills, empathy, and the ability to break down complex ideas—skills that are valuable in every profession.
Making Learning More Engaging
Students teaching their peers can make the classroom dynamic. They tend to explain concepts in relatable ways, sometimes even better than teachers, because they understand their classmates’ thought processes.
Creating a Pipeline of Future Educators
The biggest challenge in education today is the declining number of passionate teachers. If more students experience the joy of teaching early on, it could plant a seed—a realisation that teaching isn’t just about textbooks and tests; it’s about impact, mentorship, and shaping futures.

Breaking the Myth: “Teaching is Not a ‘Cool’ Career”

Somewhere between childhood admiration and teenage ambition, teaching stops being a “cool” career choice. Students idolise influencers, entrepreneurs, and tech wizards—but rarely educators.

But think about it—every great leader, scientist, or artist was shaped by a teacher. We need to change the narrative. Instead of framing teaching as a ‘fallback’ career, let’s reinforce its power and prestige.

And the best way to do that? Let students experience it themselves.

A Practical Model: How Schools Can Implement This

This idea isn’t just a thought experiment—it can be implemented with a simple framework:

Rotation System: Once a month, selected students teach for a short segment of a lesson.
Guidance from Teachers: Educators help them structure their lesson and anticipate challenges.
Reflection Sessions: After teaching, students share their experiences—what worked, what didn’t, and how they felt in the teacher’s role.
Recognition: Acknowledging student-teachers fosters motivation and a sense of achievement.

The Ultimate Question: What If…?

What if students fell in love with teaching again?

What if schools became a place where the best minds were eager to pass on knowledge—not just absorb it?

What if, a decade from now, classrooms weren’t struggling with a shortage of passionate teachers—but overflowing with them?

It starts with one simple idea: Let students teach.

Because sometimes, the best way to inspire future teachers is to let them be one today.

Education

Balancing Digital Learning: Should Smartphones Be Banned in Schools?

Published

3 weeks ago

March 10, 2025

Dhruv Chhabra

Is restricting mobile phones in schools a practical solution?

The debate around smartphones in schools has gained fresh momentum following a Delhi High Court ruling that a complete ban on smartphones for students is “undesirable and unworkable”. This decision aligns with the evolving global discourse on whether restricting mobile phones in schools improves learning outcomes or stifles digital literacy. While concerns around screen addiction, cyberbullying, and distractions in classrooms remain valid, an outright ban may deny students access to essential learning tools, safety, and connectivity.

With 79 education systems worldwide banning smartphone use in schools by the end of 2024 (UNESCO Global Education Monitoring Report, 2025), India now faces the challenge of formulating balanced policies that regulate smartphone use while ensuring digital inclusivity and responsible online behaviour.

Delhi HC: Ban is “Undesirable and Unworkable”

The Delhi High Court, in its February 28 ruling, acknowledged both the harmful and beneficial aspects of smartphone usage in schools. While the indiscriminate use of phones can impact student focus, expose them to cyber risks, and encourage excessive social media engagement, the court recognised that smartphones serve crucial purposes, such as:

Ensuring safety and coordination between parents and children
Providing access to educational resources, research tools, and digital learning platforms
Enhancing student engagement through AI-based and gamified learning apps

Instead of a blanket ban, the court proposed regulated use, allowing schools to create structured policies for monitoring smartphone usage while keeping students informed about digital well-being, online etiquette, and responsible internet use.

The Court’s Guidelines on Smartphone Use in Schools:

Schools must educate students on responsible online behaviour and ethical smartphone use
Students should be counselled on the risks of excessive screen time, social media anxiety, and cyberbullying
Where possible, students may deposit smartphones upon entering school and retrieve them at home time
Classroom use must be prohibited, and camera/recording functions should be disabled in common areas and school vehicles
The policy should be developed with input from educators, parents, and digital safety experts

The Central Board of Secondary Education (CBSE) and Delhi’s Directorate of Education have been directed to formulate revised guidelines based on the ruling.

The Global Perspective: Countries Banning Smartphones in Schools

According to the UNESCO Global Education Monitoring Report (2025), a growing number of education systems worldwide are implementing strict regulations on smartphone usage in schools. As of 2024, 79 education systems (40%) had introduced bans in some form.

China: Schools in Zhengzhou require written parental consent to use smartphones for academic purposes.
France: A “digital break” policy was introduced in lower secondary schools to complement existing phone bans.
Australia & Spain: Some regions have imposed strict bans, while others allow individual schools to draft their own regulations.
United States: 20 out of 50 states have enacted restrictions, with some allowing exceptions for students requiring learning accommodations.

Despite these regulations, UNESCO’s report warns against over-restricting smartphone use, arguing that technology should only be banned if it disrupts learning and does not support educational outcomes.

The Learning vs. Distraction Debate

The 2023 GEM Report cited research indicating that smartphone bans in countries like Belgium, Spain, and the UK improved learning outcomes, especially for struggling students. However, it also raised concerns about equity, stating that students must learn to navigate technology rather than be shielded from it entirely.

India has yet to implement a nationwide smartphone policy for schools, but many institutions have internal restrictions on mobile usage. While the Delhi High Court ruling offers guidance, a broader national discussion is required to strike the right balance between technological innovation and student well-being.

Who Stands to Lose if Smartphones Are Banned?

While privileged students may have alternative access to digital resources at home, a complete ban on smartphones could disproportionately impact lower-income students who depend on mobile devices for online learning, research, and access to educational apps and AI-based tutoring tools. These devices also serve as gateways to government-led digital learning initiatives like DIKSHA and PM eVidya, as well as crucial resources for career counselling, scholarships, and college applications. Eliminating smartphone access in schools could further widen the digital divide, hindering India’s goal of building a digitally literate workforce at a time when technology-driven skills are becoming essential in global job markets.

Why Smartphones Are Essential in Education?

1. Safety and Connectivity

In an unpredictable world, smartphones provide a crucial safety net for students and parents. Real-time communication ensures students can report emergencies, navigate transport routes, and stay connected with family.

2. Digital Learning and AI-Based Education

With the rise of AI-driven education, smartphones serve as gateways to:

AI-powered tutoring platforms that personalise learning experiences
Online courses, coding platforms, and gamified STEM learning
Language-learning apps and digital libraries

3. Encouraging Self-Directed Learning

Apps like Coursera, Udemy, and LinkedIn Learning allow students to acquire real-world skills beyond traditional textbooks, preparing them for 21st-century careers.

4. Bridging the Digital Divide

For students from rural and underserved areas, smartphones may be their only means of accessing quality educational resources, bridging the gap between privileged urban learners and those in resource-limited settings.

5. Future-Ready Skills

The Delhi High Court’s emphasis on digital literacy is crucial—students must be taught not just how to use technology, but how to use it responsibly. Schools should integrate:

Workshops on cyber safety and responsible social media use
AI and coding bootcamps to prepare students for future careers
Digital etiquette lessons to ensure ethical online behaviour

Aim for Balanced Smartphone Policies

As India moves towards Viksit Bharat 2047, its policies on technology in education will shape how well students adapt to the future. Instead of outright bans, schools must:

✅ Develop structured smartphone use policies in consultation with educators, parents, and digital experts.
✅ Educate students on ethical digital use, cyber safety, and screen-time management.
✅ Allow controlled use of smartphones for educational purposes while restricting recreational distractions.

Hence, India must find a middle ground—A well-balanced policy will ensure that students benefit from digital learning tools while minimising the risks of excessive screen time and online distractions.

Knowledge

Rethinking Education: Why High Schoolers Are Opting Out of Traditional Degrees for Skill-Based Learning

Published

4 weeks ago

March 4, 2025

Ravi Santlani

Image Source- Envato Elements

In a world where the speed of change is often breathtaking, traditional pathways through education are being questioned more than ever. High school students today are increasingly turning away from the conventional route of pursuing undergraduate degrees. Instead, they are opting for direct skill acquisition—learning that is more targeted and often more in sync with the evolving job market. This shift is also reflected in the recruitment practices of modern businesses, where the emphasis on degrees is waning in favour of demonstrable skills and practical experience.

The Rise of Skills Over Degrees

The reasons behind this educational shift are manifold. Firstly, the soaring costs of university education are a significant deterrent. With higher education costs ballooning, students and their families are re-evaluating the return on investment of a traditional university degree. The burden of student loans is formidable, prompting many to question the financial wisdom of this path, especially when there is no guaranteed employment at the end.

Moreover, the rapid pace of technological advancement means that many jobs available today did not exist a decade ago. Many of the skills required for these new roles are not adequately covered in traditional degree programs. This discrepancy has led to the popularity of vocational training and online courses that offer specific skills relevant to particular industries or roles.

Shifting Recruitment Practices

On the recruitment front, there is a noticeable shift in priorities. Companies across various sectors are increasingly valuing skills and practical experience over formal educational qualifications. This change is partly due to the dynamic nature of modern industries, where adaptability and practical skills often trump theoretical knowledge.

Businesses are looking for employees who can contribute immediately, without the need for extensive on-the-job training. As a result, candidates with hands-on experience and specific skill sets, such as digital marketing expertise or coding proficiency, are becoming more attractive to employers than ever before.

Case Studies and Success Stories

This trend is exemplified by the success stories of individuals who have bypassed traditional educational routes to achieve career success. Tech giants like Google, Apple, and IBM are among those who have revised their hiring criteria to include candidates without degrees, provided they have the necessary skills.

A thought-provoking LinkedIn post by Akshal Agarwal, Co-Founder of NatureNurture, sparked an important conversation about prioritising skills over degrees. This debate highlights the growing need for a workforce that values competencies and hands-on experience over formal educational qualifications.

Educational platforms such as Coursera, Udemy, and LinkedIn Learning are capitalising on this shift, offering courses designed to develop specific skills that meet the immediate needs of businesses. These platforms also provide certifications that, while not formal degrees, are highly regarded in various industries.

Looking Ahead

The educational landscape is witnessing a profound shift, as more high schoolers choose skill-based learning paths over traditional university degrees. This trend is mirrored in the evolving recruitment strategies of companies, which now prioritize practical skills and experience over formal qualifications. This paradigm shift signals a move towards a more adaptable, skill-focused society where performance and practical abilities are valued above academic credentials. As we navigate this change, it’s vital for educators and policymakers to ensure that our education systems are equipped not just to prepare students for exams, but to equip them for real-world challenges.

This article is authored by- Ravi Santlani, Founder, CEO & Group Editor at ScooNews

Education

Nurturing Creative Confidence: The Power of ‘Yes’ and ‘Yet’

Published

2 months ago

February 13, 2025

Neha G Utmani

The image is generated using AI

The IB PYP curriculum is structured to support an inquiry-based approach, guided by empathy, kindness, and the concept of the “power of yet,” which fosters validation within a safe, non-judgmental space. While physical safety is crucial, emotional safety is equally important. This emotional safety must first be nurtured within the individual, who then becomes the facilitator, replicator, and enabler of such an environment. As a result, the curriculum extends beyond a mere written framework; it is a living approach—one that nurtures a culture of coexisting ideas, fostering both personal growth and collaborative learning

So what is this “Power of Yet?”

The “power of yet” is a concept popularized by psychologist Carol Dweck, rooted in the growth mindset theory. It refers to the belief that abilities and intelligence can be developed through effort, perseverance, and learning. When someone says “I can’t do this,” the “power of yet” suggests adding “yet” to the statement—

“I can’t do this yet.” This small shift helps to reframe challenges as opportunities for growth rather than fixed limitations. It encourages a mindset where mistakes are seen as a natural part of the learning process and success is achievable through continuous effort and improvement.

As a Visual arts facilitator I always kept asking myself how to enable this non judgmental space? I continue to pen my conversations with likeminded individuals.

In today’s educational landscape, the significance of nurturing self-expression in children cannot be overstated. As we navigate a world increasingly focused on emotional intelligence and creativity, primary art classes stand out as vital spaces for young learners. These classes provide children with opportunities to explore their identities and express themselves creatively. A powerful approach to enhancing this environment involves the concepts of “yes” and “yet.” By integrating these affirmations, educators can create a validating atmosphere that empowers children to embrace their individuality and artistic expression.

How to validate?

One of the most effective ways to create a nurturing environment in an art class is through validation/ the power of “yes.” When children present their artwork or ideas, a teacher’s enthusiastic affirmation can make a significant impact. Positive responses to a child’s creative choices not only boost their confidence but also reinforce their sense of belonging within the classroom community.

For instance, consider a scenario where a child shows their painting of a fantastical landscape. A teacher might respond with, “Yes, I love the colors you’ve chosen! They really bring your imagination to life!” Such affirmations validate the child’s effort and creativity, encouraging them to take pride in their unique perspective. This practice fosters a culture of positivity where students feel encouraged to share their ideas freely.

Moreover, acknowledging children’s feelings is vital in this context. Art can be an emotional outlet, and children often face frustrations or self-doubt during the creative process. If a student expresses frustration about their work, a teacher can respond with empathy: “Yes, it’s okay to feel that way. Art can be challenging!” This validation helps children feel understood, creating an environment where they are more willing to share their thoughts and emotions.

The concept of “yet” is equally powerful in promoting validation and a growth mindset among young artists. When children encounter difficulties For example, if a child struggles with a particular technique, the teacher might say, “You haven’t mastered it yet, but let’s try together!” This simple shift in language redefines challenges as opportunities for growth, helping children understand that mastery comes with practice and persistence. By embedding “yet” into classroom discussions, educators encourage children to see their artistic journey as ongoing and evolving.

Using “yet” also allows children to recognize their potential. If a student states, “I can’t draw this,” the teacher can reply, “You can’t draw it yet! Let’s practice some more.” This reframing not only promotes resilience but also instills a sense of hope and determination. Children learn that struggles are part of the creative process, and that improvement is always within reach.

“They are copying me!” – Creating a Safe Space

To truly unlock the potential of “yes” and “yet,” it is essential to cultivate a classroom environment that prioritizes safety, support, and respect. Central to this is fostering a culture of non-judgmental feedback, where students feel empowered to share their ideas and creations without fear of criticism.

Often, I observe students covering their artwork or hiding their work, anxious that their peers may copy them. It is crucial to acknowledge and validate these concerns. Through thoughtful discussions on academic integrity and the importance of crediting others’ work, we can shift the conversation. Instead of labeling it as “copying,” we can frame it as “being inspired by,” transforming what could be a negative feeling into a positive, growth-focused one. By encouraging students to recognize and express their sources of inspiration, we not only honor

their creative process but also promote a culture of respect and collaboration, where each individual’s contributions are valued.

Non-Judgmental Feedback to us and to the learners

I have consistently observed my mentor’s approach during our team discussions, where he emphasizes acknowledging what went well, while also creating space for constructive “even better if” feedback. He provides clear, actionable feedforward that is both practical and attainable, which has been invaluable in helping me refine and improve my work. Additionally, he encourages the team to reflect on their successes through anecdotes, coupled with achievable feedforward, which effectively scaffolds the learning process. This approach nurtures a growth mindset and empowers individuals to build on their strengths, fostering meaningful progress in their ongoing journey of improvement.

In celebrating the art of being, we lay the foundation for a generation of confident, creative individuals. Art classes, when infused with the power of “yes” and “yet,” become transformative spaces where children can thrive, experiment, and ultimately discover who they are as artists and as people. Through this journey, they learn that their voices matter, and that their unique expressions contribute to the vibrant tapestry of the world around them.

This article is authored by– Neha G Utmani, Visual Arts Faculty, The Kulish School, Jaipur. She recently led the school to an India record for the longest Dot Art created by a school in a single day. Beyond her achievements, she is a dedicated educator who nurtures and grooms children through art in a deeply therapeutic way.

Bibliography:  

Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House. 

Thomas, M. (2013). The Art of Encouragement in Education. Routledge. 

Costa, A. L., & Kallick, B. (2008). Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success.  ASCD. 

McKenzie, T. (2013). Teaching and Learning Through Inquiry: A Case Study Approach. Solution Tree Press. McKenzie, T. (2014). The Inquiry-Based Learning Revolution: A Teacher’s Guide to Transforming Your Classroom. Corwin.

Education

Investing in Education and Physical Development: India’s Key to Realising Its Demographic Dividend

Published

2 months ago

February 6, 2025

Team ScooNews

The image is generated using AI

As India strives to become a developed nation by 2047, investing in education and physical development is paramount. With the world’s largest youth population and a median age of 28, India is poised for a demographic dividend—a period where a large working-age population can significantly boost economic growth. However, failure to adequately educate, upskill, and ensure the well-being of this young population could lead to a crisis of underemployment and social instability, as highlighted by the World Bank and IMF.

A Missed Opportunity Without Education

India’s literacy rate currently stands at 74.5%, trailing the global average. The Annual Status of Education Report (ASER) 2024 revealed gaps in rural literacy and foundational skills, pointing to a need for immediate intervention. To meet the Sustainable Development Goals (SDGs), which include universal education by 2030, India must increase its education spending from 4.6% to at least 6% of GDP, as recommended by UNESCO.

India’s neighbouring nations have shown varying levels of investment in education, with some surpassing UNESCO’s recommended target of 4-6% of GDP. Bhutan leads the region by allocating 7.5% of its GDP to education, reflecting its strong commitment to human development. Nepal follows closely with 6%, aligning with Sustainable Development Goals (SDGs) and ensuring steady progress in literacy and quality education. In contrast, Pakistan significantly lags behind, investing only around 2% of its GDP in education, contributing to persistent challenges in literacy and educational access. India, currently allocating 4.6% of its GDP to education needs increased investment to bridge educational gaps and fully leverage its demographic advantage.

Experts argue that increasing funding for both formal education and vocational training is essential. According to the IMF, inadequate investment in education and health could result in India squandering its demographic dividend. By bridging the gap between current spending and SDG targets, India can provide access to quality education and skill-building initiatives, thereby empowering youth with future-ready skills.

Beyond Academics: The Case for Physical Education

Parallel to academic learning, physical education is vital in ensuring holistic development. According to a 2024 UNESCO report, more than two-thirds of secondary school students worldwide do not receive the minimum recommended hours of physical education. India is no exception, and the limited emphasis on physical education could hinder long-term benefits, including improved mental health, academic performance, and productivity.

UNESCO Director-General Audrey Azoulay stresses, “Physical education not only improves pupils’ health but also their academic performance and personal development. It should be treated as a core subject, not an extracurricular activity.”

UNESCO’s recommendations highlight five critical areas for member states:

Improving the training of sports educators.
Increasing investment in infrastructure.
Developing inclusive physical education programs.
Increasing allocated hours for physical education in school curricula.
Integrating the values of sport into educational programs.

The benefits are evident: physical education can reduce student obesity rates by 30%, improve exam scores for 40% of students, and prevent anxiety and depression among youth. Schools that prioritise sports also report improved attendance and behaviour. However, India currently allocates less than 2% of its education budget to physical education, significantly below the recommended level.

Investing in Holistic Development

To fully harness its demographic advantage, India must adopt a holistic education policy that integrates physical education into the broader academic framework. The growing focus on sports through initiatives such as Khelo India needs to be complemented by increased funding for grassroots physical education in schools. Audrey Azoulay notes that integrating sports values into education builds empathy, teamwork, and resilience, which are essential for navigating the challenges of a rapidly changing world.

Closing the Gap with Public-Private Partnerships

Public-private partnerships (PPPs) have the potential to bridge funding gaps in both education and physical development. Private sector involvement can also ensure that physical education programs receive sustainable support. Initiatives such as specialised sports training academies and skill-based internships can enhance students’ employability and overall development.

India’s path to becoming a developed nation hinges on its investment in education and physical development. Allocating at least 6% of GDP to education and prioritising physical education will create a well-rounded workforce capable of driving economic growth. By bridging the gap between policy and practice, India can ensure that its youth are not just beneficiaries but active contributors to the nation’s progress.

Education

The Year of Global Education: How Student Exchange Programmes Build Global Citizens

Published

2 months ago

January 24, 2025

Team ScooNews

The image is generated using AI

As the world becomes more interconnected, education is increasingly seen as a powerful bridge between cultures. Student and teacher exchange programmes are gaining traction globally as tools to foster cultural exposure, adaptability, and global citizenship. This International Education Day, let’s delve into the transformative potential of these initiatives and explore why they are essential for shaping global citizens in 2025 and beyond.

The Evolution of Exchange Programmes

Student and teacher exchange programmes have moved beyond simple cultural exposure. They now integrate global challenges like climate change, inequality, and technology into their curriculum. These programmes, such as Japan’s Sakura Science Exchange Program and Erasmus+, offer opportunities for students and educators to immerse themselves in diverse learning environments.

Highlighting the transformative nature of these experiences, Dr. Kalpana Gangaramani, Founder & Managing Director of Target Learning Ventures, said “In a world increasingly shaped by globalization and digital connectivity, international student and teacher exchange programmes have evolved into dynamic platforms for cross-cultural learning and collaboration… Education serves as a bridge, connecting diverse perspectives and equipping individuals with the skills to navigate an interconnected world.”

Cultural Exposure: A Catalyst for Change

For students, these programmes open doors to broader perspectives. Schools like The Bishop Strachan School in Toronto have demonstrated how international learning experiences—from performing at cathedrals in Ireland to exploring marine biology in Fiji—cultivate a deeper understanding of global issues.

“Cultural exposure through education promotes critical thinking and adaptability. It encourages students to view global challenges… inspiring innovative, collaborative solutions,” said Shaswati Sharma, Principal, Varanasi Public School, Rajatalab.

For teachers, these exchanges are equally transformative. Imagine a teacher from a Tier 2 Indian city visiting Japan or the UK, observing innovative classroom techniques, and returning with new strategies. Similarly, educators from developed countries can learn about India’s diverse student base and teaching methods.

Such interactions create a ripple effect, improving educational practices globally.

India’s Global Footprint

India has embraced the potential of international education with initiatives like NEP 2020 and partnerships with programmes such as Fulbright and Japan’s JET Program. Lt Gen Surendra Kulkarni, former Director of Mayo College, Ajmer, emphasised the importance of this dual approach, stating, “It is about building—‘Global boots, Indian roots’.”

Programmes like these not only empower students to appreciate global perspectives but also help them remain grounded in their cultural identity, creating well-rounded global citizens.

The Role of Technology

The inclusion of virtual exchange programmes has expanded accessibility. Digital platforms now bridge geographical divides, making global education more inclusive. For example, virtual collaborations under the Global Learning Exchange allow classrooms from different continents to interact, breaking barriers of cost and distance.

Mamta Shekhawat, Founder of Gradding.com, remarked, “Living and learning beyond borders can change how we see the world… They create friendships, dissolve stereotypes, and show us how deeply connected we all are.”

The Road Ahead

Statistics affirm the rising popularity of exchange programmes. According to UNESCO, international student mobility is projected to reach 8 million by 2025, underscoring their growing relevance. Moreover, research shows that students participating in exchange programmes are 71% more likely to secure leadership roles in their careers.

As Rashmi Sharma, Controller of Examinations and French Language Facilitator at The Mann School, noted, “Exchange programmes improve intercultural communication abilities… a student’s capacity to interact successfully in global contexts is improved, which is an essential benefit in the modern global economy.”

The Final Word

Student and teacher exchange programmes are not just about education; they are about creating a generation of empathetic, collaborative, and globally aware citizens. By integrating these programmes into mainstream education, schools worldwide can prepare their students and educators for the complexities of an interconnected world.

As PV Narayana, Principal of Westberry School, Tamil Nadu, aptly stated, “By experiencing different education systems, students can appreciate the strengths and weaknesses of each approach, ultimately enriching their learning journey… It’s crucial to invest in global education initiatives to empower the next generation of leaders, thinkers, and change-makers.”

This International Education Day, let’s celebrate the power of education in building bridges, breaking barriers, and shaping a harmonious global future.

Education

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

Published

3 months ago

January 13, 2025

Team ScooNews

Image Source- News18 Hindi

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

A Disturbing Landscape

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

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

Polarisation and Division

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

Vaping is Cool!

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

Are We Listening to the Youth?

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

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

The Path Forward

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

A Call to Action

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

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

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