Education
Potato of my Classroom
Published
3 months agoon
Yes, you read it correct. Am I referring to a real or metaphorical potato? Give it a guess now. What it could be? Of course, the real potato could be used as a visual aid to talk about shape and size in early years classroom or it could be used to understand the concept of heavy objects sinking in water. Art specialists would use it as a stencil and mathematicians may use it to explore weight and measurement. Physics students might use the same potato for lighting a bulb, while chemistry and biology students might want to explore its atomic nature and reactions.
Great guessing, as all the above guesses are correct. In addition to the above we also have another potato there, waiting to adjust to our needs and requirements. Let me give you another clue by tickling your critical thinking skill.
Potato : Cooking :: ________ : Teaching
Bulls eye! Now you have got it. Just like potato, which can be used anywhere and in any form of cooking, stories too can be used anywhere and in any form within the teaching and learning process. They gel very well with all resources , concept and caters for varied requirements of a classroom setting.
Potato : Cooking :: Stories : Teaching
Stories are at the core of all our memories, we seem to have inbred liking for them, and students are no different from us. Stories teach us everything about life and when used within the four walls of classroom they can create magic. Let us understand why, how, and what is behind this magic.
Why is Storytelling the most effective Teaching Tool?
- Oldest form of education– Even before the invention of language man has been telling stories to teach his leanings in form of cave paintings. Later he used signs and symbols to express his feelings.
- Emotional connect – stories go straight to heart. Information and facts will be forgotten, but incidences are remembered in form of stories.
- Motivates and encourages– It is Scientifically proven. According to Paul Zak, a neuroscientist, when we listen to stories, chemicals like dopamine and oxytocin are released which help in increased motivation and attention.
- Makes us open minded – Stories have been used to pass down beliefs, traditions, and history to future generations, thus appreciate cultures. They are very resourceful in creating awareness and being responsible global citizens.
- Stimulates the imagination – Stories transport us to a different world altogether, thus tickling and stimulating our imagination, which might lead to innovation.
- Boosts memory – They are easy to remember. Psychologist Peg Neuhauser states that learning which results from a well-told story is remembered more precisely and for longer duration in contrast to learning from facts and figures. Jerome Bruner’s, another psychologist supports the above study through his research which suggest that facts are 20 times more likely to be remembered if they’re part of a story.
- Develops skills – listening is the first and most basic skill developed through stories. Listening is not only an essential survival skill but also it is imperative for developing other soft skills as well, namely comprehension, critical thinking to begin with. Stories are also helpful in painting the larger umbrella of communication skill with special reference to writing and retelling stories.
- Foresee the unseen – enable children to empathise with unfamiliar people/places/situations. offer insights into universal life experiences
When and Where can is Stories be used as teaching Tool?
- As a brain breaker – To break the monotony and promotes a feeling of well-being and relaxation
- To share personal experiences. – Increase children’s willingness to communicate thoughts and feelings
- To introduce a new topic – Leaving a story unfinished will help students think. This can serve as a provocation to build the lesson on. From English to math, art to science, each and every topic could be covered through story.
- To illustrate a concept – painting a pen picture for students helps in presentation skill as well.
- As outcome of a lesson- students can be motivated to create own stories using the newly learnt concept. Once involved their learning outcomes is not only better understood but also raises more questions in the young minds.
- To help children consider new ideas and explore new concepts. Encourage use of imagination and creativity
- Increase verbal proficiency – follow up activity after the stories ensures using the newly learnt words becomes a part of their vocabulary.
- Stories are very good assessment tools as well. They help us set the stage for assessment and then students analyze, think and come up with appropriate solutions and endings.
Who can benefit from the tool of stories?
- All classes from PreK to K12 all look forward to stories.
- To cater to VAK needs of students as there is something for everyone in a story.
- Stories can be read, seen or heard catering to individual needs.
- Stories can be used as differential tasks as well catering to needs of higher order thinking students as well.
- Stories help build up connect between the teller and listeners. They also help in enhancing social skills within the class.
What concepts and Which Stories can be used as teaching Tool?
Now that’s where the potato nature of stories come in. Stories are multitalented and multi-faceted and can suit all purposes, meet every need. It is on the teacher within you to design the best story to meet your objectives. However below are few tips which might come handy.
As per the audience – any story which your audience would connect to will work for you. Story, its language and the props used should be age appropriate. One of the earliest examples of story as a teaching tool which comes to my mind is the one which taught me, that while subtracting, I need to keep the bigger number on top.
If you have 6 candies, can you give me 10.
Yes or no, whatever the answer would be, it will certainly lead to learning. Learning not only about numbers, but also soft skill of critical thinking, reflecting and communicating. One tool, one story can change the way we teach and learn.
- As per the lesson objectives – List out the learning objectives you are aiming at during the lesson. Identify the key words from the goals. Use them for building up the story / adapting an old story.
- Follow up activity – story should be able to accommodate a follow up activity for students to reflect.
- Story Structure – selected story could have a set structure as per the story mountain or could be tweaked to meet your requirements. For example : I had once tweaked the story of “ How the Kangaroo got its pouch” to introduce the continent of Australia to first graders.
All the above points reinforce my belief in stories, their power and magic. To conclude for an educator STORY spells out as Strategic Tools to Optimize Reflections Yummily.
A is not always Apple
B is not always Ball
A could be Anecdote for some ,
While B may be basic stories for all.
A bit of Creativity and a bit of Drama
The E for Educator in you can create new experiences
by taking stories to your class.
Authored By- Smriti Sajjanhar, PBL Coordinator, Bugle Editorial Board, Genesis Global School, Noida
Education
India Offers 50 Quad Scholarships Worth Over Rs.4 Crore for Indo-Pacific Students
Published
6 days agoon
September 23, 2024
India has announced a major initiative to provide 50 Quad scholarships, worth Rs. 4.17 crore ($500,000), to students from the Indo-Pacific region. This scholarship programme will enable selected students to pursue a four-year undergraduate engineering degree at a Government of India-funded technical institution, emphasising the country’s commitment to strengthening ties with the Indo-Pacific region. The announcement was made as part of the Wilmington Declaration Joint Statement by the leaders of Australia, India, Japan, and the United States.
In the joint statement, the leaders of the Quad highlighted their dedication to building a network of future science, technology, and policy leaders, stating, “The Quad is committed to strengthening the deep and enduring ties between our people, and among our partners. Through the Quad Fellowship, we are building a network of the next generation of science, technology, and policy leaders.” The implementation of the Quad Fellowship will be overseen by the Institute of International Education (IIE) with support from private sector partners such as Google, the Pratt Foundation, and Western Digital.
Prime Minister Narendra Modi, who participated in the Quad Summit in Wilmington, Delaware, alongside US President Joe Biden, Australian Prime Minister Anthony Albanese, and Japanese Prime Minister Fumio Kishida, emphasised India’s role in the initiative: “India is pleased to announce a new initiative to award fifty Quad scholarships, worth $500,000, to students from the Indo-Pacific to pursue a 4-year undergraduate engineering programme at a Government of India-funded technical institution.”
About the Quad Fellowship
Commencing in 2024, the Quad Fellowship extends to master’s and doctoral students in science, technology, engineering, and mathematics (STEM) fields across the United States. Administered by the IIE, the programme aims to cultivate collaboration and innovation in private, public, and academic sectors among the Quad countries. As stated on the official website, “The fellowship develops a network of science and technology experts committed to advancing innovation and collaboration in the private, public, and academic sectors, in their own nations and among Quad countries.”
Eligibility Criteria and Application Process
The Quad Fellowship is open to candidates from the four Quad nations—Australia, India, Japan, and the United States—as well as 10 Southeast Asian countries, including Indonesia, Malaysia, and Vietnam. Selected candidates must demonstrate academic excellence and a commitment to using their skills for the greater good. Each fellow receives a financial grant of $40,000 (Rs. 33.39 lakh) to cover academic expenses.
The eligibility criteria for the 50 undergraduate engineering scholarships in India will be announced soon. However, for the graduate fellowship, candidates must:
- Be at least 18 years old at the time of application.
- Be citizens or legal permanent residents of one of the Quad countries or the 10 Southeast Asian countries (Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, Philippines, Singapore, Thailand, or Vietnam).
- Hold a bachelor’s degree or equivalent in a STEM field by August 2024.
- Have a record of superior academic achievement at the undergraduate level.
For prospective graduate students, they must have applied to an eligible STEM graduate programme at a US-based university for the 2024-2025 academic year. Current graduate students enrolled in a Master’s or PhD programme in the US must be enrolled full-time in an eligible STEM course for the full 2024-2025 academic year. Programmes in clinical healthcare, such as medicine or nursing, are not eligible.
Though applications for this year are closed, prospective candidates can stay updated by visiting the official Quad Fellowship website: Quad Fellowship.
(Source- PTI)
Education
Microlearning: Delivering Bite-Sized Education for Better Retention
Published
1 week agoon
September 20, 2024
In recent years, microlearning has become an accepted teaching and learning methodology due to the effectiveness of bringing knowledge quick and timely to the learner. Learners have also regarded this paradigm as transformational in nature because it aids in information acquisition and retention by breaking complex matters down into simpler, smaller modules. Microlearning permits the learner to focus on one topic at a time because the information is given in a summarized fashion, enabling them to learn better and remember for a longer period. Also, through the modular approach of microlearning, updates and changes are easily integrated, helping them to keep up with changing situations. In today’s fast-moving world, wherein the need is to adapt and absorb newer information at a quicker pace than ever before, microlearning ideally meets this demand. Key Features of Microlearning are below,
Short and Focused Content
The microlearning modules are brief, typically around 3 to 10 minutes long. It is this brevity that enables learners to concentrate on one subject matter, step, or piece of information at a time, without cognitive overload, thus, making the learning process more manageable. By limiting the scope of a lesson to one single objective, learners are able to comprehend the material better and thus, they can retain it for a longer period of time.
Multimedia-Rich Formats
This applies the use of different multimedia formats for easier facilitation of learning. These include videos, infographics, animation, podcasts, quizzes, and even simulations that are interactive. The use of all these kinds of media means that microlearning caters to all kinds of learners: visual, auditory, or kinesthetic. The use of multimedia therefore adds variety to the learning process and maintains the interest of the learner in the materials.
Also, through multimedia usage, boredom is avoided and the learners remain interested in the content as it seems to be information-based but also entertainment-based. While the interactive elements include quizzes and simulations, which reinforce learning by providing context for the application of what has been learned.
On-Demand and Flexible
The most impactful benefit of microlearning is its flexibility. A learner can access the modules as they want, and from any location, whether at work, home, or during their commute. This on-demand access means that learning can be easily integrated into daily routines, making it possible to learn at a time and place that suits the individual. Moreover, students can select the modules that correspond to their existing problems or knowledge gaps, thus, driving a more personalized learning experience.
Mobile-Friendly
The mobile correspondence of microlearning content is a highly influential aspect in a world where mobile device usage is so widespread. Microlearning modules are mostly built with a mobile-first approach, so they can be easily navigated and accessed by smartphones and tablets.
This mobility provides learners with the ability to participate in learning activities on the go, be it during break times, when on the road, or in between tasks. The capability to acquire knowledge in pieces through a mobile device fits the current lifestyle and thus, education becomes more available than ever.
Just-in-Time Learning
Microlearning is superb in implementing this type of learning called “just-in-place” learning which refers to offering the information that students require precisely at the moment they require it. The method is of particular importance in professional environments where workers often need quick access to particular knowledge or skills they may need to finish a task or solve a problem. As an instance, a sales team officer can access a microlearning module that discusses the latest product features just a few minutes before a client meeting. This immediacy strengthens the content’s relevance and applicability, which in turn leads to better performance and outcomes.
Benefits of Microlearning
The most important feature of microlearning is’ its flexibility and adaptability. Learners can choose when and where they want to study the material since they can access it at their own pace and convenience. Be it at work during a lunch break or on a bus ride, microlearning gives the learners the liberty to choose the learning path. And it is precisely this flexibility that allows the learners to get the most out of the content and apply what they have learned in practice, as they can take an approach to the material that best works for them.
Improved Retention
Research proves that separating the information into smaller, simple and more manageable pieces enhances memory retention. The theory is based on the idea of “chunking,” which is a psychological principle that states that information is grouped into smaller units making it easier to process and recall. Microlearning strengthens this perspective since it provides content in small chunks, which in turn decreases cognitive load and helps the information to be transferred into long-term memory. The mindset of learners is positively influenced by the fact that chunked information is easily remembered. Because the learners can focus their full attention on one piece of information, they are not overwhelmed by other pieces of information.
Increased Engagement
The entertaining aspect of microlearning is one more key advantage. The fact that the content is sent in different multimedia formats, microlearning to capture the learners’ interest and not lose their motivation. Each module’s short duration also aids in keeping attention since learners are less likely to get tired or bored, as is the case with longer, more traditional learning sessions. Additionally, the interactive features normally found in microlearning like quizzes and simulations, are so engaging that learners get involved in the learning process and the whole process becomes more dynamic and attractive.
Greater Flexibility
Microlearning has a dominant feature of flexibility in learning by providing options to learners on how and when learning can take place. The learners can decide the speed of their own learning, and thus they can move at a pace that is suitable for their individual learning styles and schedules. This method of learning in self-pace makes the whole process of learning less stressful as in traditional methods
learners are required to keep up with a fixed schedule. On the other hand, students are permitted to review the applets as frequently as necessary, thus they do not move on to the next topic until they comprehend the material. It is this provision that makes the adult learners who have to divide their time between learning and other obligations, such as family and work, very satisfied.
Microlearning works well and is flexible and convenient, especially in a fast-changing environment where lifelong learning has become inevitable. It allows for a better understanding and longer retention, as the contents are presented in granular and focused modules. Thus, it is ideal for students and professionals alike. It is flexible, can be updated without any problem, and also integrated with other learning modes to enable customization and quality learning. In a world of growing remote work and virtual classrooms, microlearning meets the need for an era of just-in-time learning through micro contents about topics, which will enable continuous skills development, ensuring that learners stay up-to-date and current.
This article is authored by-
Vishal Aditya Sahoo, Director, New Age Learning, SAI International Education Group
Education
Karnataka Sets Example in Preventing Student Suicides: A Blueprint for the Nation
Published
1 week agoon
September 20, 2024
Addressing the worrying rise in student suicides linked to malpractice incidents, the Karnataka government has taken a significant step towards safeguarding young lives. The state has decided to establish a committee tasked with drafting Standard Operating Procedures (SOPs) that will guide higher education institutions on how to handle cases of alleged malpractice during examinations. This decision follows the tragic death of 19-year-old Aditya Prabhu, a B Tech student from PES University, who allegedly took his own life after being accused of malpractice during a semester examination in July 2023.
Prabhu’s death, which sent shockwaves across the state, highlighted the immense pressure students face in academic environments. His parents have since accused the university of subjecting their son to mental harassment, which they believe led to his untimely death. This heartbreaking incident has shone a spotlight on the need for compassionate handling of students during such sensitive times.
Dr. MC Sudhakar, Karnataka’s Minister for Higher Education, announced the formation of the committee, which will include psychologists and vice-chancellors. The SOPs, once drafted, will be applicable across all higher education institutions in the state, including private institutions and deemed-to-be universities. Dr. Sudhakar emphasised that the SOPs will be grounded in humanity and will provide clear guidelines on how to deal with students suspected of malpractice, ensuring that no unnecessary pressure is placed on them.
“The SOPs will instil confidence in students, ensuring they do not feel threatened or cornered. The focus will be on creating a sense of ease and support during investigations into alleged malpractice,” said Dr. Sudhakar.
This decisive action follows a report by an 11-member expert committee, led by Bangalore University Vice-Chancellor Dr. Jayakar SM, which was convened in the wake of Prabhu’s death. The committee’s recommendations, including measures to improve mental health and prevent suicides among students, have been incorporated into the state’s approach.
(As reported by The Indian Express)
A National Blueprint for Suicide Prevention
Karnataka’s initiative sets a precedent that other states should seriously consider. With student suicides on the rise across the country, this move addresses a critical need for systemic changes in how academic institutions deal with student well-being, particularly in high-pressure environments like exams. The establishment of SOPs offers a structured approach that can help prevent situations where students feel so overwhelmed that they resort to extreme measures.
While this step is undoubtedly a positive one on paper, its success will hinge on effective implementation. Simply drafting SOPs is not enough; institutions must ensure they are followed rigorously. Mental health professionals need to be actively involved in handling such cases, and the management of universities must be held accountable for fostering a supportive and non-threatening atmosphere. Students should feel reassured that any investigation will be conducted fairly and without undue pressure.
Furthermore, there must be consistent monitoring and evaluation of these procedures to assess their effectiveness and make necessary adjustments. Other states should take note of Karnataka’s forward-thinking approach and adopt similar measures to protect their student populations. However, the real challenge lies in translating this policy into practice, ensuring that the execution of these SOPs genuinely benefits students.
In addition to addressing malpractice, the issue of mental health among students must be given the prominence it deserves. Providing access to counselling, reducing academic pressure, and creating open channels of communication between students and faculty are essential components of any comprehensive solution.
Karnataka has made an admirable start, but the journey towards safeguarding student mental health requires ongoing commitment and vigilance from both the government and educational institutions. With the right framework in place and proper execution, this model could serve as a national blueprint for preventing suicides in educational settings.
Education
Rajasthan Becomes 6th State to Introduce MBBS in Hindi Language
Published
2 weeks agoon
September 17, 2024
Rajasthan has become the sixth state in India to introduce MBBS in Hindi. Following Chhattisgarh’s lead, Rajasthan announced the launch of medical education in Hindi on 14th September, marking Hindi Diwas. This initiative aligns with several other states that aim to offer medical education in regional languages.
The Rajasthan government has outlined a phased implementation of the MBBS course in Hindi. For the academic year 2024-25, two medical colleges, Sampurnanand Medical College in Jodhpur and Barmer Medical College, both affiliated with Marwar Medical University, will offer the course. Gayatri Rathore, Principal Secretary of the Medical Education Department, confirmed, “In the first phase, MBBS in Hindi will commence at Dr Sampurnanand (SN) Medical College, Jodhpur, and Barmer Medical College.”
Similarly, Chhattisgarh Chief Minister Vishnu Deo Sai announced the introduction of Hindi for the MBBS course in the ongoing academic session. “Our government has made a significant decision on Hindi Diwas. The MBBS course will now also be taught in Hindi. Study materials and books in Hindi will be made available from the first year of this session (2024-25),” he stated.
Prior to Rajasthan and Chhattisgarh, Madhya Pradesh, Bihar, Uttarakhand, and Uttar Pradesh had already adopted Hindi for medical education. These moves align with Prime Minister Narendra Modi’s vision of promoting education in Hindi. It’s noteworthy that BJP-led state governments have been instrumental in pushing this initiative forward.
Madhya Pradesh was the first state to launch MBBS in Hindi, with Union Home Minister Amit Shah introducing the first set of Hindi medical textbooks in October 2022.
Education
Indian Edtech’s Next Chapter: Navigating the Post-Boom Era
Published
2 weeks agoon
September 16, 2024
After the meteoric rise of edtech during the pandemic, 2023 was a sobering year for the sector. The pandemic-driven surge in demand for online education, which fuelled unprecedented growth and funding, has since receded as schools and institutions reopened, leading to what many refer to as a “funding winter.” With a sharp decline in investments, the Indian edtech sector has been forced to reconsider its approach, prioritising sustainable growth and profitability over unbridled expansion. As 2024 unfolds, signs of a cautious recovery are emerging, with a renewed focus on innovation, funding challenges, and evolving educational models.
The Funding Landscape: A Fall from the Peak
In 2023, India’s edtech sector witnessed a steep decline in funding, dropping to about $712 million, a stark contrast to the $2.9 billion raised in 2022. The number of funding rounds in the sector also plummeted, from 364 in 2021 to just 69 in 2023. The peak funding year of 2021, when Indian edtech saw an influx of $2.48 billion in just one quarter, now feels like a distant memory .
The macroeconomic conditions, coupled with the shift back to offline education, have significantly impacted the industry. While the appetite for large deals has waned, late-stage investments saw a 94 per cent drop from 2021. Early-stage and seed funding have followed a similar trajectory, with early-stage funding in 2024 so far totalling just $40.4 million, a fraction of the sector’s 2021 peak .
Yet, despite the sharp decline, there are signs of resilience. The first half of 2024 has shown an improvement, with $164 million raised, marking a 96 per cent increase from the second half of 2023. However, this recovery is tempered by caution, with investors now prioritising business models that are sustainable and profitable.
Source- Tracxn
Shifting Business Models: Adaptation for Survival
To survive this funding drought, many edtech firms have had to adapt, scaling back on rapid expansion plans, entering the brick-and-mortar space, and embracing new technologies such as generative AI. Others, like Byju’s and Unacademy, have resorted to mass layoffs as part of broader cost-cutting exercises to reduce cash burn. These adjustments highlight a sector coming to grips with its new reality – one where fiscal prudence outweighs the allure of rapid growth .
The demand for quality content, personalised learning, and upskilling remains strong, particularly in areas where traditional offline education fails to meet the needs of modern learners. As Dilip Gangaramani, Founder Director & CEO of Target Publications, notes: “I’ve witnessed firsthand the incredible journey from pandemic-fueled growth to subsequent challenges. While funding has ebbed and flowed, the industry has shown remarkable resilience. We’re seeing a shift towards sustainable business models, focusing on quality content and personalized learning. The evolving policy landscape presents exciting opportunities, and innovative thinkers continue to drive the field forward. Despite the challenges, there’s a bright future for edtech. The industry’s ability to adapt and innovate will determine its enduring success.”
Navigating Policy Changes and Emerging Technologies
The policy landscape for education in India is also undergoing transformation. With the National Education Policy (NEP) pushing for more inclusive and flexible education models, the edtech sector has an opportunity to integrate innovative learning tools within the formal education system. Generative AI, in particular, is seen as a game-changer, with immense possibilities for customising education and making learning more interactive and adaptive.
Harpreet Randhawa, AGM-Education at Radius Systems Pvt Ltd, highlights how Apple’s education solutions are shaping the future of Indian classrooms: “As an education specialist for Apple Education at Radius, I see firsthand how the Indian Ed-tech sector is rebounding from pandemic-driven funding challenges, with K12 education evolving rapidly in 2024. Apple remains a key player in this transformation, offering innovative tools that empower both students and educators to excel in dynamic learning environments. With a focus on creativity, collaboration, and personalized learning, Apple equips classrooms to address the demands of an ever-changing world. By delivering adaptable, future-focused technology, we continue to support schools in overcoming funding limitations and fostering innovation, ensuring learners are prepared for success in the digital age.”
Mergers, Acquisitions, and Consolidation
The funding crisis has also led to consolidation within the sector, with mergers and acquisitions (M&As) serving as an escape route for many struggling startups. However, the number of M&As in 2023 fell drastically, with only seven acquisitions compared to 23 in 2022 . This decline suggests that while consolidation is a viable strategy for some, others are finding it increasingly difficult to attract interest from larger players or investors. To add to this, Gaurav Goel, Founder & CEO, Toprankers said “After the pandemic-induced boom, the industry faced a funding crunch that truly tested our resilience. However, 2024 is bringing renewed optimism. The sector is adapting, finding balance between digital innovation and sustainable growth. We’re embracing hybrid learning models, focusing on personalized student experiences, and aligning closely with new education policies. While challenges persist, we’re on the right trajectory. The future is about creating accessible, quality education for all, and with resilience and innovation, Indian EdTech is poised to thrive.”
The Road Ahead: Opportunities and Challenges
Despite the challenges, there is still optimism for the sector’s future. The need for professional upskilling and reskilling remains high, particularly as the job market becomes increasingly competitive. Companies that can offer innovative, cost-effective solutions to these demands are likely to find success, even in a constrained funding environment.
“EdTech companies in India are adjusting to changing learning needs. While funding issues are gradually improving, the key question remains: how do we turn the intention to reform education into a meaningful impact? For years now, the call for educational change has been the same, and while the need to improve is evident, the challenge lies in creating real momentum. There’s no shortage of effort or political will, but turning intent into action is the real hurdle that Edtech companies must look at addressing.” says Swati Gauba, Thinker-in-chief, Kidspreneurship.
As we look ahead to 2024, the Indian edtech sector’s next chapter will be defined by careful navigation of the funding landscape, adoption of new technologies, and alignment with evolving educational policies. While the boom may have passed, the sector’s ability to innovate and meet the needs of modern learners ensures its continued relevance in the post-pandemic world.
Sources- The Hindu Business Line, Business Standard, Tracxn Feed Geo Report: Edtech India 2024
Shomie Das, a renowned figure in Indian education, passed away at 10:30 pm last night in a Hyderabad hospital. Das had been in a coma following brain surgery and ultimately succumbed to his injuries.
Shomie Das, an eminent figure in Indian education, has a distinguished academic and professional background. He graduated from St. Xavier’s College at the University of Calcutta and subsequently from the University of Cambridge. Early in his career, Das taught at Gordonstoun School, where his students included Prince Charles. He served as the principal of Mayo College from 1969 to 1974, before taking on the role of headmaster at the Lawrence School, Sanawar, a position he held until 1988. He then became the headmaster of The Doon School, where he left a significant mark on the educational landscape. His tenure in education was marked by a commitment to fostering curiosity, self-discovery, and critical thinking. Notably, Mr. Das’s grandfather, SR Das, was the founder of The Doon School, linking him to a deep legacy in educational excellence.
Shomie Das’s association with Naga Prasad Tumalla of People Combine led to the establishment of Oakridge International School, which was eventually acquired by Nord Anglia Education. Just two weeks ago, Mr. Das attended the launch of a book titled ‘Shomie Das – The Man Who Saw Tomorrow.’ Authored by Naga Tumalla, the book delves into how their collaboration founded a school that encourages students to think beyond traditional educational boundaries.
As we mourn the loss of Mr. Das, we celebrate the legacy of a visionary who viewed education as a transformational journey rather than a transactional process. His profound impact on education will continue to influence countless lives, instilling a passion for genuine learning. We are profoundly grateful for his commitment and the indelible mark he has left on Indian education. His presence will be missed, but his legacy will continue to inspire future generations.
Thank you, Mr. Shomie Das, for your unwavering dedication to the transformative power of education.
Education
The Silent Conversations: How Teacher-Student Relationships Need a New Language
Published
3 weeks agoon
September 5, 2024
Let’s take a walk through a memory we all share. Picture a classroom from years ago—rows of desks filled with students, and at the front, a teacher, often feared, seldom questioned. The boundaries were clear, and so was the unspoken rule: the teacher was the ultimate authority. For many, respect wasn’t earned; it was demanded, and it was often respect cloaked in fear.
Now fast forward to today. Walk into a classroom and you might notice a shift, subtle yet profound. It’s not the same classroom anymore, and the role of the teacher has evolved. But here’s the catch: while education has progressed, our respect for the role of the teacher seems to have lagged behind. Today, on Teacher’s Day, it’s worth asking—why are the true nation-builders, the ones shaping our future, often undervalued and underpaid?
Perhaps the answer lies in how we’ve misunderstood what a teacher really is. For too long, society has viewed them merely as deliverers of information, bearers of authority. But teachers are so much more than that. They are the silent architects of our minds, the ones who help build the bridges between what we know and what we have yet to discover. Yet, somewhere along the way, we began to take this for granted.
The Shift from Fear to Friendship
There was a time when respect was born out of fear. Teachers ruled with a strict hand, their word was law, and questioning them was unthinkable. But was that true respect, or just submission disguised as respect? Today, we are seeing a new wave, where the teacher-student relationship needs to be redefined, not by fear but by mutual respect, communication, and, yes, even friendship.
But let’s be clear—friendship here doesn’t mean a blurring of boundaries. It doesn’t mean a loss of authority or a casualness that erases the lines of respect. Instead, it’s a different kind of connection. Teachers no longer stand on a pedestal looking down; they stand beside, guiding students through their own paths, understanding that each student’s journey is different.
Communication is key. It’s in the conversations where teachers take time to know their students, not just as learners but as individuals. It’s in the way they listen as much as they speak, creating an environment where students feel heard, valued, and respected. In turn, this earns the teacher a respect that is deeper and more lasting than the fear-based reverence of the past.
Why Do We Undervalue the Nation Builders?
Despite this evolution in the role of teachers, why does it feel like they are still fighting an uphill battle for recognition? In a world where education is hailed as the foundation of success, why are the people responsible for delivering that education often the ones most undervalued?
Part of the problem lies in how we measure success. Teachers don’t build skyscrapers, but they build the minds that will one day design them. They don’t operate on stock markets, but they shape the critical thinkers who will one day make important decisions. Their work is not tangible in the moment—it takes years, sometimes generations, to see the full impact of a teacher’s influence. And perhaps that’s why we forget.
We forget that every doctor, every scientist, every artist, and every leader was once a student sitting at a desk, shaped by a teacher’s encouragement or wisdom. And if we continue to undervalue teachers, we run the risk of weakening the very foundation upon which we build our future.
Redefining the Role, Rekindling Respect
So, how do we redefine this relationship? How do we remind ourselves, and society, of the immense value teachers bring? It starts with respect—respect that is not just expected, but earned through communication, understanding, and empathy.
Teachers need to be seen not just as authority figures but as mentors, guides, and facilitators of growth. This shift is already happening in many classrooms around the world, where teachers are creating spaces that are less about control and more about collaboration. They are empowering students to think for themselves, encouraging curiosity, and fostering a love for learning that will last long after the classroom doors have closed.
And in return, students are responding with a new kind of respect—one that comes from understanding that their teacher is not just there to lecture, but to guide, to support, and to inspire.
A Personal Yet Universal Connection
Whether you are 15 or 50, we’ve all had that one teacher. The one who went beyond the textbook, who saw something in us we didn’t see in ourselves. The one who stayed a little later after class to help, or who asked how we were doing when no one else did. That’s the power of a real teacher-student relationship, one that goes beyond authority and delves into mentorship.
On this Teacher’s Day, let’s redefine what it means to be a teacher. Let’s not just celebrate them, but value them in a way that goes beyond one day of appreciation. Let’s pay them what they’re worth, respect them for the role they play in our society, and recognise that the future of our world is, quite literally, in their hands.
Because the truth is, without teachers, there is no future. And that is something we can all understand, no matter our age.
Education
CBSE Mandates ‘Composite Skill Labs’ in Schools to Enhance Skill-Based Education
Published
4 weeks agoon
September 3, 2024
The Central Board of Secondary Education (CBSE) has issued a directive requiring all affiliated schools to establish ‘Composite Skill Labs’ to strengthen skill-based education in line with the National Curriculum Framework for School Education (NCF-SE). These labs are intended to provide students with practical learning opportunities, better equipping them for various career paths and entrepreneurial ventures.
As per the directive, schools must set up either a single Composite Skill Lab of 600 sq ft for classes 6-12 or two separate labs of 400 sq ft each—one dedicated to classes 6-10 and the other to classes 11-12. This facility is now a compulsory requirement for schools seeking new CBSE affiliation or renewing their existing affiliation. Schools that are already affiliated with CBSE must comply with this mandate and establish these labs within three years.
The NCF-SE underscores the importance of offering students hands-on learning experiences and projects that align with their chosen skills. The development of well-equipped skill labs and vocational training centres is crucial to fostering an environment that supports practical learning and the development of essential skills.
Image Source- www.cbse.gov.in
CBSE’s initiative reflects a broader commitment to enhancing the quality of education and ensuring that students are well-prepared for the diverse opportunities that lie ahead. The establishment of these Composite Skill Labs is expected to play a pivotal role in achieving these educational goals.
Education
University of Southampton Receives Licence to Establish Campus in India
Published
4 weeks agoon
September 2, 2024
The University of Southampton has been granted a licence by the Indian government to establish a comprehensive campus in India, marking a significant milestone in the internationalisation of education. The University Grants Commission (UGC) has approved the university’s plans to offer high-quality education, research, knowledge exchange, and enterprise within the country.
This forthcoming campus aims to produce world-class, work-ready graduates equipped with both specialised and transferable skills. It will engage in research and knowledge exchange in collaboration with local universities, industries, and government bodies, applying these insights to generate tangible social and economic benefits. The university’s focus is on fostering an entrepreneurial and innovative spirit in India, as highlighted in their official press release.
Mark E. Smith, President and Vice-Chancellor of the University of Southampton, commented, “In the 21st century, no university can truly be global without engaging with India. Our goal is to establish a campus that contributes to both India and the University of Southampton by merging our world-class expertise in education, research, and knowledge exchange with the immense talent of this rising global superpower.”
Professor Andrew Atherton, Vice-President International and Engagement, added, “University of Southampton Delhi NCR will be the first comprehensive international campus in India. It will promote academic collaboration and introduce an international perspective to the Indian higher education system, offering students the opportunity to earn a top 100 global degree within the country.”
Lindy Cameron, British High Commissioner to India, expressed her enthusiasm, stating, “The new University of Southampton campus will be a hub of world-class education and innovation. This collaboration will not only enhance educational excellence but also allow more British students to experience living and studying in India, further strengthening the unique bond between our two nations.”
Alison Barrett MBE, Director India at the British Council, remarked, “The University of Southampton’s decision to establish a campus in India reflects the strong educational partnership between India and the UK. This development aligns with the goals of the National Education Policy 2020 and underscores the power of education in building cross-cultural understanding and a brighter future for young people.”
Education
Odisha Launches PM-USHA Programme to Boost Higher Education
Published
4 weeks agoon
September 2, 2024
Odisha has launched the Pradhan Mantri Uchchatar Shiksha Abhiyan (PM-USHA), a significant initiative aimed at elevating the state’s higher education sector. The programme was formalised through a Memorandum of Understanding (MoU) signed between the state and the Union Education Ministry, in the presence of Union Education Minister Dharmendra Pradhan, Odisha Chief Minister Mohan Charan, and state Higher Education Minister Suryabanshi Suraj.
This initiative will see the central government contribute Rs 500 crore towards the development and infrastructure of higher education institutions across Odisha. Minister Pradhan hailed August 31 as a momentous day for Odisha’s educational landscape, underscoring the programme’s alignment with the vision set forth by Prime Minister Narendra Modi in the National Education Policy, 2020.
Key Aspects of PM-USHA
PM-USHA is designed to ensure access, equity, and excellence in higher education throughout Odisha. The Centre will provide 60 percent of the grants, with the remaining 40 percent covered by the state. This transformative initiative aims to enhance Odisha’s state universities into world-class institutions, equipped with the tools to impart 21st-century skills.
Chief Minister Charan emphasised the programme’s goal of upskilling one crore students and making Odisha a beacon of knowledge. Plans to grant autonomy to state universities were also announced, focusing on curriculum improvements, teacher training, and infrastructure development.
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