Kozhikode in North Kerala, renowned for its rich cultural heritage, was officially declared as India’s first UNESCO ‘City of Literature’ on Sunday. This significant milestone was announced by State Local Self Government Department (LSGD) Minister M B Rajesh at an official event.

The state government also declared that June 23 will be celebrated annually as the ‘City of Literature’ Day of Kozhikode, starting next year. In October 2023, Kozhikode earned its place in the ‘Literature’ category of the UNESCO Creative Cities Network (UCCN).

Rajesh highlighted Kozhikode’s unique qualities, describing it as a city characterised by humanity, harmony, a strong sense of justice, and freedom of expression. “These core values have given birth to the vibrant art of Kozhikode,” Rajesh stated.

The minister credited the efficient functioning of the Kozhikode city corporation for securing the ‘City of Literature’ tag from UNESCO, surpassing cities with rich cultural histories like Kolkata.

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On June 23, special awards will be announced in six categories, as per a statement issued by the LSGD. Tourism Minister P A Mohammed Riyas also unveiled the logo of the ‘City of Literature’ by UNESCO during the event.

Rajesh visited the house of Jnanpith awardee M T Vasudevan Nair and presented the Diamond Jubilee award, instituted by the Kozhikode city corporation. Historically known as the city of Zamorins and later as Calicut during British rule, Kozhikode has long been a gateway to the coast for many foreigners and a cradle of the freedom movement in Kerala.

Kozhikode is also notable for hosting book festivals and has over 500 libraries, serving as a base for the literary activities of legendary Malayalam writer M T Vasudevan Nair for several decades.

Gwalior and Kozhikode are among the 55 new cities that joined the UCCN, acknowledged for their strong commitment to harnessing culture and creativity as part of their development strategies. While Gwalior made it to the list in the ‘Music’ category, Kozhikode earned its place in the ‘Literature’ category.

The UCCN now includes 350 cities in more than a hundred countries, representing seven creative fields: Crafts and Folk Art, Design, Film, Gastronomy, Literature, Media Arts, and Music. The newly designated Creative Cities are invited to participate in the 2024 UCCN Annual Conference in Braga, Portugal.

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(Source- PTI)

Ladakh achieved a significant milestone on 24 June 2024, as Lieutenant Governor Dr. B.D. Mishra declared it the administrative unit to attain Full Functional Literacy under the ULLAS – Nav Bharat Saaksharta Karyakram. This milestone, celebrated at Sindhu Sanskritik Kendra (SSK) in Leh, reflects Ladakh’s commitment to empowering its citizens through foundational literacy, numeracy, and critical life skills, reaching over 97% literacy.

The event saw the presence of distinguished guests, including Shri Sanjay Kumar, Secretary of the Department of School Education and Literacy, Ministry of Education, Government of India; Smt. Archana Sharma Awasthi, Joint Secretary; Dr. Mohd. Jaffer Akhoon, Chairman, LAHDC, Kargil; Shri Sanjeev Khirwar, Principal Secretary of School Education, Ladakh; and over 500 new literates and volunteers.

Dr. Mishra addressed the attendees, motivating new learners and volunteers to continue their educational journey. He emphasised the importance of parents sending their children to school and encouraged students to think beyond seeking jobs to creating them. He praised Prime Minister Shri Narendra Modi for introducing NEP 2020, which he said paves the way for the country’s future growth.

Shri Sanjay Kumar congratulated Ladakh on this remarkable achievement and assured continued support from the Ministry of Education to enhance the region’s school education system. He highlighted the ULLAS model’s reliance on volunteerism, facilitated through the ULLAS Mobile App, where volunteers teach non-literates without expecting rewards. Kumar shared inspiring stories of perseverance, such as taking exams in snowy conditions, underscoring Ladakh’s passion for literacy.

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The ULLAS – Nav Bharat Saaksharta Karyakram, also known as the New India Literacy Programme (NILP), is a centrally sponsored scheme running from 2022 to 2027. Aligned with the NEP 2020, the scheme aims to empower adults aged 15 and above who missed out on schooling. It comprises five components: Foundational Literacy and Numeracy, Critical Life Skills, Basic Education, Vocational Skills, and Continuing Education. The vision of the ULLAS Scheme, “Bharat – Jan Jan Saakshar,” embodies the spirit of Kartvya Bodh and volunteerism, benefiting over 77 lakh people nationwide with over 1.29 crore learners and 35 lakh volunteer teachers registered on the ULLAS Mobile App.

The Ministry of Education has rolled out a nationwide campaign to create Tobacco-Free Educational Institutions (ToFEI). Recognising the severe health impacts of tobacco, which causes around 1.35 million deaths annually in India, the initiative aims to protect school students from tobacco exposure.

Aligned with the National Tobacco Control Programme (NTCP), the campaign includes the implementation of the Tobacco Free Educational Institution Guidelines by the Ministry of Health & Family Welfare. The Department of School Education & Literacy has developed a “ToFEI Implementation Manual,” launched on World No Tobacco Day, observed on 31st May 2024.

The Secretary of the Department of School Education & Literacy issued an advisory to all States and Union Territories to comply with the ToFEI guidelines. The advisory includes activities such as displaying ‘Tobacco Free Area’ signage, organising awareness programs, nominating ‘Tobacco Monitors,’ and ensuring no tobacco evidence within 100 yards of educational institutions.

The campaign also emphasizes the role of civil society in spreading de-addiction awareness through various means such as street plays, video films, and NGO talks. Schools are encouraged to engage with the School Management Committee, National Social Service, and Vidyanjali-School Volunteer Initiative to promote tobacco prevention.

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For more information, refer to the ToFEI Manual.

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.

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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.

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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 ,

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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

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NIIT Foundation, in collaboration with YuWaah (Generation Unlimited in India) at UNICEF, has launched a digital literacy training initiative aimed at empowering over 5,000 young women. This programme, delivered through UNICEF’s Passport 2 Earning (P2E) portal, focuses on skilling and employment pathways for young women from Tier 2 and Tier 3 cities and marginalised backgrounds.

The P2E programme is expanding in three districts in Odisha and two districts in Jharkhand, providing placement opportunities upon course completion. Sapna Moudgil, Director of NIIT Foundation, highlighted the importance of digital and data literacy, stating that it is predicted to be one of the most in-demand skills by 2030. She emphasised the programme’s role in overcoming societal and geographical barriers to create an inclusive learning environment.

Dhuwarakha Sriram, Chief of YuWaah at UNICEF, noted the critical need to equip young women from less privileged backgrounds with relevant skills for workforce entry. The partnership aims to enable 300 million young people by 2030, fostering financial independence and contributing to the country’s economic growth.

YuWaah is a multi-stakeholder platform formed by UNICEF and partners to prepare young people for productive work and active citizenship. By 2030, YuWaah in India aims to:

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• Build pathways to socio-economic opportunities for 100 million young people.
• Facilitate 200 million young people in gaining relevant skills.
• Partner with 300 million young people as change-makers.

The Goa government has announced the introduction of uniforms for students in government and government-aided colleges from the next academic year. This initiative aims to “foster a sense of belonging” and “bridge socio-economic disparities” among students.

All principals of government and government-aided colleges under the Directorate of Higher Education are directed to implement the wearing of uniforms in their respective colleges for students enrolled under NEP (National Education Policy) programmes from the beginning of the semester of the academic year 2024-25.

A circular from the Directorate of Higher Education outlined several benefits of this directive, including creating an inclusive atmosphere, reducing distractions related to clothing choices, and preparing students for a professional environment. “It shall positively impact the educational environment in colleges. It shall foster a sense of belonging among students and can lead to a reduction in distractions related to clothing choices. It shall bridge gaps in the perceived socio-economic disparities among students by standardising attire, create an inclusive atmosphere where all students feel equal, irrespective of their background. It shall prepare students for a professional atmosphere, instilling a sense of responsibility and self-discipline,” said the circular.

The specific uniform designs will be determined by individual colleges, though the cost of uniforms is not covered under the assistance pattern.

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Source: The Indian Express

Delhi, June 17, 2024: PeakMind, a leading mental wellness platform, has unveiled a comprehensive survey highlighting significant mental health challenges faced by students in the Delhi/NCR region. The survey, conducted among over 10,000 students nationwide, revealed that 28% of the respondents were from Delhi/NCR, providing valuable insights into the unique challenges faced by students in this area.

The survey identified several pressing mental health issues. Among the respondents, 36% reported excessive worrying or overthinking, 38% admitted to becoming easily annoyed and irritable, and 33% expressed experiencing little interest and pleasure in doing things. Additionally, 39% revealed feeling bad about themselves, and the most prevalent issue, affecting nearly half of the students, was sleep disturbances, with 47% indicating they were either unable to sleep or sleeping excessively.

Charu Lavania, Lead Psychologist at PeakMind, stated, “The mental health of students is a pressing concern, characterized by a myriad of challenges ranging from academic pressure to social and personal stressors. Anxiety, depression, and burnout are increasingly prevalent, impacting academic performance and overall well-being. The transition to adulthood coupled with societal expectations exacerbates these issues, often leading to feelings of isolation and inadequacy.”

Neeraj Kumar, Founder & CEO of PeakMind, commented on the findings, emphasizing the urgent need for targeted mental health interventions and support systems for students. He highlighted the alarming percentages of students experiencing anxiety, irritability, lack of interest, self-esteem issues, and sleep disturbances, calling for immediate action from educational institutions, parents, and mental health professionals. Kumar stated, “Implementing targeted interventions, providing access to counselling services, and raising awareness about mental health are crucial steps to effectively address and support the mental well-being of students.”

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Kumar further stressed the importance of community involvement, stating, “Creating a supportive environment for students requires collaboration between educators, parents, and mental health professionals. Our goal is to empower students with the tools they need to thrive, both academically and personally. PeakMind invites educational institutions, policymakers, and mental health advocates to join hands in addressing these critical issues and supporting the mental well-being of students.”

PeakMind, grounded in expert-led research, is India’s digital platform exclusively dedicated to making students happy and successful. Utilizing advanced AI and chatbot systems, the platform enhances accessibility to professional support while ensuring complete privacy and deep personalization for greater efficacy. From identifying at-risk students to guiding daily journeys and teaching essential psychological skills for success, it aims to addresses the entire spectrum of mental health and well-being needs.

The University Grants Commission (UGC) has introduced a revamped curriculum and credit framework for postgraduate programmes, aligning with the National Education Policy (NEP) 2020. This new framework offers flexibility and mobility by allowing Indian universities to admit students twice a year and enabling students to opt out after the first year of a two-year programme. The framework is designed to cater to the evolving educational needs, providing diverse options such as one-year and two-year PG programmes, PG diplomas, and integrated five-year Bachelor’s/Master’s programmes.

UGC Chairman M Jagadesh Kumar emphasized that this initiative aims to provide students with more freedom and choice in their academic paths. “The framework, with no discipline-specific entry requirements, outlines the credits and academic structure for both one-year and two-year PG programmes. Flexibility and mobility are its key features,” Kumar stated.

The key aspects of the new PG curriculum framework include the ability to change disciplines, options for students to choose courses based on their interests, and flexible learning modes (offline, online, hybrid, and ODL). The framework also introduces the Academic Bank of Credits to facilitate mobility, credit transfer, and multiple entry and exit points in academic programmes.

Eligibility for PG programmes will be based on the completion of relevant undergraduate majors or minors, with admission criteria involving performance in UG courses or entrance examinations.

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This progressive move is expected to enhance student enrolment, reduce wait times, and align Indian higher education with global standards, fostering better international collaborations and student exchanges.

You can access the official circular here.

The Department of School Education & Literacy (DoSEL), Ministry of Education, has introduced a series of proactive measures to support female students during the 10th and 12th Board Examinations. Recognizing the challenges posed by limited access to sanitary products and menstrual hygiene facilities, DoSEL has issued guidelines to ensure the health, dignity, and academic success of girls across all schools, including Central Board of Secondary Education, Kendriya Vidyalaya Sangathan, and Navodaya Vidyalaya Samiti.

Key initiatives include providing free sanitary pads at all examination centres to ensure girls have access to essential hygiene products during exams. Additionally, female students will be permitted to take necessary restroom breaks to address menstrual needs, alleviating discomfort and promoting focus during exams.

To further support menstrual hygiene management, educational programs will be implemented to raise awareness about menstrual health and hygiene among students, teachers, and staff. This initiative aims to reduce stigma and foster a more understanding and supportive school environment.

By addressing menstrual hygiene concerns during exams, DoSEL emphasizes the importance of treating female students with dignity and respect, empowering them to confidently participate in examinations and achieve their academic potential.

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The National Testing Agency (NTA) has recently found itself at the centre of a significant controversy concerning the National Eligibility-cum-Entrance Test (Undergraduate) 2024. This examination, pivotal for aspiring medical students, has been marred by issues surrounding the awarding of grace marks to 1,563 candidates due to a loss of examination time. The Supreme Court has since intervened, and the situation has evolved rapidly. Here, we dissect the events that led to this debacle and explore the steps being taken to address it.

The Emergence of the Controversy

The NTA conducted the NEET UG 2024 across 571 cities, including 14 international locations, on May 5. This year’s results, announced earlier this month, revealed an unprecedented 67 candidates achieving a perfect score of 720/720. This exceptional performance raised eyebrows and led to scrutiny over the fairness of the examination process.

Concerns were specifically raised regarding the grace marks awarded to 1,563 candidates who experienced a loss of exam time. This decision led to petitions being filed with the Supreme Court, demanding the cancellation of the results and questioning the integrity of the examination process.

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The Committee’s Formation and Findings

In response to the uproar, the Ministry of Education and the NTA constituted a special four-member committee. This committee included a former UPSC chairman, a member from the Ministry of Health and Family Welfare (MoHFW), a representative from the National Institute of Open Schooling (NIOS), and another UPSC member. The committee’s task was to review the circumstances under which grace marks were awarded and to recommend a course of action.

Supreme Court’s Intervention

The Supreme Court, upon hearing the petitions, was informed by the NTA that the grace marks awarded to the 1,563 candidates would be cancelled. Instead, these candidates would be given the option to retake the examination on June 23. Those opting not to retake the exam would have their results based on the actual marks they scored without the grace marks.

The Decision to Retest

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The NTA’s decision, as presented to the Supreme Court, means that the scorecards issued on June 4 for the affected students will be withdrawn. These students will now receive their actual scores, sans compensatory marks. For those who choose to retake the exam, their new scores will replace the original ones. The results of the retest are expected to be announced before June 30, ensuring the counselling process scheduled to begin on July 6 remains unaffected.

Key Dates and Processes

• Retest Date: June 23, 2024
• Result Declaration: Before June 30, 2024
• Counselling Begins: July 6, 2024

Details of the Controversy

The NEET UG 2024 saw around 39 lakh candidates register, with approximately 24 lakh of these for the Class 10 exams. The affected examination centres included locations in Chhattisgarh (Balod and Dantewada), Meghalaya, Surat, Haryana’s Bahadurgarh, and Chandigarh. The decision to award grace marks was based on a normalisation formula derived from a 2018 Supreme Court judgment related to a similar incident in the CLAT exam. This formula adjusted candidates’ scores based on time lost and their answering efficiency.

The controversy over the awarding of grace marks arose from concerns that it led to an inflated performance, questioning the examination’s fairness. The committee, in its meetings, proposed that the scorecards of the affected candidates be cancelled and a retest offered to ensure transparency and maintain the examination’s integrity.

Government and Court Responses

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Union Education Minister Dharmendra Pradhan has come out in support of the NTA, asserting that there is no evidence of a paper leak and that allegations of corruption are unfounded. He described the NTA as a credible body and urged that the process be allowed to proceed without further disruptions.

The Supreme Court, for its part, has been keen to ensure that the retesting process is conducted smoothly and that the counselling and admissions processes are not delayed. It emphasised the importance of maintaining the timeline for counselling and admissions to avoid further complications for the candidates.

The Way Forward

The NEET UG 2024 controversy highlights the challenges in administering large-scale examinations and the importance of maintaining transparency and fairness. The NTA’s decision to retest the affected candidates is a significant step towards restoring trust in the examination process.

Candidates now have the option to either accept their original scores, minus the grace marks, or retake the examination. This approach aims to balance fairness with practicality, ensuring that students are given a fair chance while maintaining the integrity of the examination process.

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As the situation unfolds, the focus will remain on ensuring that the retest is conducted smoothly and that all stakeholders are kept informed. The lessons learned from this incident will hopefully lead to improved processes and greater transparency in future examinations.