Education
World Mental Health Day 2023: Mental Health Awareness in Schools and Educational Institutions
Published
1 year agoon
The WHO defines Mental Health as, “Mental health is a state of mental well-being that enables people to cope with the stresses of life, realize their abilities, learn well and work well, and contribute to their community. It is an integral component of health and well-being that underpins our individual and collective abilities to make decisions, build relationships and shape the world we live in “.
As we mark Mental Health Day 2023 in the month of October, it is a moment to ponder the progress we have achieved and the distance that still lies ahead.
Mental health in India presents a pressing concern, marked by a complex interplay of factors, and hindered by longstanding stigma. Reports indicate a significant gap between the need for mental healthcare and its actual utilization. Studies by UNICEF and Statista highlight the reluctance in seeking support, with only 41% of young Indians recognizing the importance of mental health assistance. Approximately 14% of the population suffers from mental disorders, with older adult females being predominantly affected. Despite efforts like the National Mental Health Programme (NMHP) and the Mental Healthcare Act, a staggering 80% of Indians do not access mental healthcare due to reasons ranging from lack of awareness to financial constraints and societal stigma. This discrepancy has far-reaching consequences, impacting physical health, cognitive functions, relationships, productivity, emotional well-being, and even leading to self-harm and social withdrawal.
On the dire statistics of mental health in India, Shailesh Prithani, Founder & CEO, Jumbaya said, “The Indian Journal of Psychiatry’s report highlighted a stark reality: 50 million Indian children grapple with mental health challenges, with 80 to 90 percent remaining untreated. Shockingly, there are only 0.75 psychiatrists per 100,000 patients in India. Given this situation, it is imperative that India introduces a mental health awareness curriculum in schools. Many childhood mental health issues go unnoticed due to a lack of awareness. This initiative is a crucial preventive measure, ensuring that today’s children grow into mentally resilient adults, cherishing their carefree childhoods and taking active steps to prioritise and care for their mental health.”
The repercussions of poor mental health extend across various aspects of life, including physical health problems such as cardiovascular issues, impaired cognitive functions affecting academic and work performance, and strained relationships leading to isolation and conflict. Prof. (Dr.) M. Viswanathaiah, Director, IFIM College said, “Mental health problems can have a significant impact on students’ academic performance, relationships, and overall well-being. Without proper support, students who are struggling with mental health problems may be more likely to drop out of school, engage in risky behaviors, or even commit suicide. By incorporating mental health awareness into the educational curriculum, schools can play a vital role in helping students develop the skills and knowledge they need to maintain good mental health.”
Furthermore, it diminishes productivity in both academic and professional settings, potentially causing missed opportunities and career setbacks. Emotionally, individuals experience persistent negative feelings, which, coupled with substance abuse as a coping mechanism, can lead to addiction. Physically, mental health issues manifest as headaches, digestive problems, and muscle tension, while severe conditions may result in self-harm and an increased risk of suicide. “According to a 2019 report by the World Health Organization, India has the highest suicide rate among youth aged 15-29 in the world. Additionally, a 2020 study by the National Institute of Mental Health and Neurosciences found that nearly 14% of Indian students experience depression and anxiety.” He further elaborated on the consequences of the lack of awareness. There are financial consequences due to treatment costs and decreased productivity, further exacerbating the problem. While efforts have been made to address mental health in India, a collective shift in societal attitudes, coupled with increased awareness and accessible services, is crucial to bridging the existing gaps and ensuring a mentally healthier nation.
Mental Health in Schools
Mental health awareness is a crucial aspect of a student’s well-being. According to the World Health Organization, half of all mental illnesses begin by the age of 14 and often go undetected and untreated. The COVID-19 pandemic has further exacerbated the situation, with students facing unprecedented levels of stress and anxiety.
To address this issue, schools in India need to prioritize mental health awareness. One way to do this is by incorporating psychology as a major subject in the curriculum. This will help students understand the importance of mental health and equip them with the tools to manage their own mental health. Schools can also appoint psychologists or psychiatrists to provide counselling services to students who need it. Hemant Gaule, Dean at SCoRe (School of Communications and Reputation), emphasises on the need for students to take charge of this narrative. He said, “The biggest injustice to mental health that academics can do is to treat it as another item on a checklist. Unless it is truly understood, it does not work. In an environment that increasingly consists of Gen Z, who are not only more aware of, but rightfully prioritising their mental health, it is paramount for academia to familiarise and sensitise itself on the tenets of mental health, and integrate it seamlessly into curricula. That’s why at our institute we encourage our students to lead this conversation from the front, provide direction that the institution can take, and we merely act as enablers to create the ideal environment where they can thrive.”
The government can also play a role in promoting mental health awareness. It can support schools in organizing mental health awareness programs and provide funding for research on mental health issues in schools. “In the realm of education, nurturing the mind and soul is paramount. Integrating mental health education, following UMMEED guidelines from the Ministry of Education, is a beacon of hope for students grappling with inner struggles. Our school incorporates life skills sessions in the curriculum, fostering awareness and providing avenues for expression. Students, amidst various challenges, gain resilience, emotional literacy, and self-care skills. This proactive approach destigmatizes mental health, fostering empathy and inclusion through open dialogues.” said Aashna Jain, Counsellor at Rajmata Krishna Kumari Girls’ Public School, Jodhpur.
“Indian subcontinent highlights that the unique challenge of having 1 out of every 7 Indians affected by mental health and wellbeing issues can only be met through a comprehensive understanding of the psychosocial risk landscape followed by concrete and coordinated action.” Said Dr. Vikram Vora, Medical Director at International SOS.
One organization that is working towards promoting mental health awareness in Indian schools is The Live Love Laugh Foundation (TLLLF). TLLLF’s “You Are Not Alone” school program aims to increase students’ and teachers’ awareness about mental health and reduce stigma around the subject.
It is important to note that cultural obstacles such as shame and stigma associated with conversations around mental health can hinder progress. Therefore, it is essential to create a safe space for students to discuss their mental health issues without fear of judgment or discrimination. Schools in India need to prioritize mental health awareness by incorporating psychology as a major subject in the curriculum, appointing psychologists or psychiatrists, and organizing mental health awareness programs.
Deepti Sharma, Director, ThinkerPlace talks about introducing mental health as a subject. “I firmly believe that mental health awareness should be an integral part of our curriculum. Just as we teach math and science, we must also teach our children how to understand and care for their own mental well-being. Incorporating mental health education into our curriculum is not just a choice; it is a necessity. Providing children with education about emotional resilience, stress management, and self-care is important.” She spoke. It is imperative to create a safe space for students to discuss their mental health issues without fear of judgment or discrimination.
NOTE- On the occasion of World Mental Health Day 2023 observed on October 10th, ScooNews has dedicated this week to #ScooNewsforMentalHealth- a campaign amplifying the voices of the education fraternity on the Inclusion of mental health in our curriculum. Stay tuned for the whole week, as we will be coming up with stories and articles on mental health in education.
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Education
Department of School Education & Literacy Proposes October Activities to Honour Senior Citizens
Published
5 days agoon
October 4, 2024
In observance of the International Day of Older Persons, celebrated annually on 1st October, the Department of Social Justice and Empowerment, in collaboration with the Department of School Education & Literacy, has proposed a series of activities throughout October 2024. These initiatives aim to instil values of respect, care, and empathy towards senior citizens among students, fostering intergenerational bonding.
This month-long celebration focuses on connecting students with the elderly, emphasising the invaluable contributions, wisdom, and dignity of older generations. With life expectancy rising globally, and older persons expected to outnumber youth by 2030, the importance of fostering respect for senior citizens is more relevant than ever.
Educational institutions have been encouraged to observe Grandparents’ Day, featuring activities like storytelling and interactive games. Schools may also host pledge-taking ceremonies, where students and staff commit to respecting and supporting the elderly.
Morning assemblies or language classes will offer opportunities for students to recite poems and shlokas that emphasise respect for elders, drawing from India’s cultural heritage. Schools will also facilitate interactions between students and senior citizens, allowing for the sharing of stories, historical discussions, and the exploration of traditional crafts.
Students will be encouraged to engage in community service projects with senior citizens, strengthening intergenerational solidarity. Mentorship programs, where seniors share their expertise in arts, culture, and vocational skills, are also proposed, benefiting both generations.
These initiatives, rolled out across States/UTs and educational institutions, are designed to promote care and concern for senior citizens, creating a society built on mutual respect and understanding.
Education
Ministry of Education Hosts Two-Day STARS Workshop to Strengthen School-to-Work Transition and Assessment Systems
Published
6 days agoon
October 3, 2024
The Ministry of Education’s Department of School Education and Literacy (DoSE&L) organised a two-day knowledge-sharing workshop under the Strengthening Teaching-Learning and Results for States (STARS) project in Bhopal, Madhya Pradesh, from 30th September to 1st October 2024. The workshop aimed to foster a robust educational ecosystem that prepares students for the challenges of the future workforce, focusing on the school-to-work transition and strengthening assessment systems.
The workshop was inaugurated by Uday Pratap Singh, State Minister of Transport and School Education, who highlighted the importance of the National Education Policy (NEP) 2020 in shaping the overall development of children. He stressed the role of the STARS project in transforming the education system.
Day 1 featured key discussions led by Sanjay Kumar, Secretary of DoSE&L, who underscored the need to bridge the gap between education and employment. This was followed by panel discussions moderated by Vipin Kumar, Additional Secretary of DoSE&L, where speakers explored the integration of skill education into school curricula and the promotion of multidisciplinary learning, internships, and apprenticeships under NEP and the National Credit Framework (NCrF).
Further, Dinesh Prasad Saklani, Director of NCERT, emphasised the importance of collaboration between departments and aligning the curriculum with industry demands. Usha Titus, Managing Director of the Additional Skill Acquisition Programme in Kerala, led a session on the role of psychometric assessments and career counselling in preparing students for the workforce.
On Day 2, Vipin Kumar discussed the need to improve current assessment models, followed by presentations on psychometric analysis and innovative assessment practices by educational leaders, including Smt. Idzes Angmo Kundan and Jonas Bertling.
The workshop concluded with key takeaways from Vipin Kumar, who highlighted strategies for enhancing assessment systems and improving school-to-work transitions to ensure a better future for students.
(With inputs from ANI)
Education
Embracing Project-Based Learning: A Journey of Discovery in “How We Organize Ourselves”
Published
6 days agoon
October 3, 2024By
Arushi Sikri
As an educator, I embarked on a fascinating journey with my students to explore the unit “How We Organize Ourselves.” Our approach was rooted in Project-Based Learning (PBL) principles, designed to foster a deeper understanding of complex concepts through hands-on experiences. This article will delve into our collaborative learning process, highlighting the integration of technology, critical thinking, and creativity.
Provocation and Inquiry
Our journey began with a thought-provoking exercise in the “messy library,” where students were tasked with rearranging books using various systems, such as genre, color code, language, or alphabetical order. This activity sparked critical thinking, encouraging students to think creatively and develop problem-solving skills As they shared their experiences, they naturally incorporated vocabulary related to systems, voting, disagreements, rules, and strategies, laying the groundwork for future connections.
Gallery Walk and Comic Strips
The next step was a gallery walk, where students engaged with comic strips depicting different forms of government. By analyzing the images and dialogues, they began to grasp the underlying concepts and connect them to their previous library experience. This visual approach facilitated a deeper understanding of how governments function as systems
Tech Integration and Infographics
To further explore the democratic form of government, students conducted research and created infographics using Canva. This tech integration enabled them to effectively communicate their thoughts and analyze the features of democracy in various countries Their presentations not only showcased their understanding but also encouraged critical thinking about the differences in governance across nations.
Language Curriculum Integration
As we transitioned from democracy to monarchy, the language curriculum was seamlessly integrated. Students received case studies of 10 different monarchs and, through reading analysis and evidence-based claims, developed a deeper understanding of these systems. By presenting their findings through mini lessons, they gained confidence in their comprehension and re-examined the diverse approaches of monarchs in handling their countries’ situations.
Independent Research and Comparison
To solidify their understanding, students conducted independent research on another form of government using the 5-step research process. This exercise allowed them to dive deeper into the concept of various governance systems and create personalized notes to reinforce their knowledge. As an assessment task, they compared and contrasted different forms of government using a comparison chart, leveraging their previous experience with infographics and graphic organizers to organize their thoughts systematically.
Strategic Planning and Critical Thinking
Throughout this journey, strategic planning and clarity of critical thinking skills enabled students to organize their understanding in a more effective manner. By analyzing and evaluating information, they developed a deeper comprehension of the various forms of government
Taking Action: Creating a New Government System
With a solid foundation of knowledge, students took the next step by forming their own government system. They crafted their own constitution, preamble, and even experimented with combining two forms of government to create a new one. This hands-on experience empowered them to think critically and creatively, applying their understanding to real-world scenarios.
Therefore, this integrated and project-based learning journey not only deepened students’ understanding of governance systems but also cultivated essential skills in critical thinking, collaboration, and creativity. By embracing a student-centered approach, we can empower young minds to become active participants in shaping their own learning experiences.
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This article is authored by- Arushi Sikri, IB PYP Educator, Prometheus School, Noida
Education
An Aristocracy Of Service: The 4S Approach to Quality Education
Published
1 week agoon
October 2, 2024By
Sandeep Dutt
Let’s focus on the importance of quality in education and the significance of learning to give.
The best way to deliver quality education and bring about the personal and social development of an individual is by empowering young people to follow their passions. The education process today is built on the 4S approach – Service, Skill, Sport, and Study. The CBSE, CISCE, and most of the national boards are now incorporating skills and activities beyond the classroom into their curriculum.
Each of these four dimensions of learning is equally essential for helping young people find themselves and become the leaders they aspire to be.
Service is the numero uno of the 4S
Mahatma Gandhi said, “The best way to find yourself is to lose yourself in the service of others.”
Service, also referred to as Community Service or Social Service, has been an integral part of The Doon School since its inception. The first Headmaster, Mr Arthur Foot, believed that “the boys should leave The Doon School as members of an aristocracy, but it must be an aristocracy of service inspired by ideas of unselfishness, not one of privilege, wealth or position.” This principle has remained a foundational aspect of the school for decades. Over the years, The Doon School has amassed an impressive record of service. The students have consistently extended a helping hand across India during major earthquakes, tsunamis, landslides, and floods. For instance, during the 1991 Uttarkashi earthquake, when all communication lines were down, the school’s HAM radio club collaborated with the state administration and aid providers to establish channels of communication with the base station.
All boys at The Doon School must complete mandatory hours of social service. The school runs a Panchayat Ghar where students teach underprivileged children. Over the years, the school has adopted villages, working with villagers to construct houses, community centres, school buildings, sanitation systems, energy efficiency systems, and self-employment projects, including small-scale irrigation systems. Apart from village development, the school is actively involved with the Raphael Ryder Cheshire International Centre and the Cheshire Home.
Socially Useful Productive Work (SUPW) was introduced as a subject in Indian schools, where students could choose from various vocational education activities—embroidery and knitting, gardening, cooking, painting, carpentry, and other crafts and hobbies, as well as community service for senior students (Class IX onwards). This subject was introduced in 1978 by the Ministry of Education to promote Gandhian values and the educational ideas of Mahatma Gandhi. While many private schools have discontinued the subject, it remains an ancillary but mandatory part of the curriculum in schools affiliated with the Council for the Indian School Certificate Examinations (CISCE), which conducts the ICSE and ISC examinations. It is also taught in some Central Board of Secondary Education (CBSE) schools, including all Kendriya Vidyalaya and Jawahar Navodaya Vidyalaya schools.
Skill
Skill development aims to encourage the growth of personal interests and practical skills. Music, crafts, arts, nature, communication, hobbies, indoor games, vocational skills, and performance skills are examples of such activities. These interests are typically non-physically demanding and may be hobbies, vocational, or job-related.
“Skill is the learned ability to carry out a task with pre-determined results often within a given amount of time, energy, or both. In other words, the abilities that one possesses. Skills can often be divided into domain-general and domain-specific skills. For example, in the domain of work, some general skills would include time management, teamwork and leadership, self-motivation and others, whereas domain-specific skills would be useful only for a certain job. Skill usually requires certain environmental stimuli and situations to assess the level of skill being shown and used.” ~ Wikipedia
Various forms of skills that schools should help deliver include labour skills, life skills, people skills, social skills, soft skills, and hard skills.
Sport
Sport is not only important for children’s health but also enhances learning achievement, resilience, and psychosocial and motor development. Children who engage in sports from a young age are more likely to continue doing so as they grow older. School-based sports programmes can lead to noticeable positive changes in teens’ behaviour and outlook. When students participate in sports, they can benefit not only physically but also socially and mentally!
Sport should encourage young people to improve their personal physical performance through training and perseverance in activities they enjoy. Physical activity is vital to young people’s holistic development, fostering their physical, social, and emotional health. The benefits of sport extend beyond physical well-being, and the educational value of sport should not be underestimated.
Round Square and International Baccalaureate (IB)
Round Square is a worldwide association of schools across five continents sharing unique and ambitious goals. Students attending Round Square schools make a strong commitment to personal development and responsibility, beyond academic excellence. The Round Square approach promotes six ideals of learning: Internationalism, Democracy, Environment, Adventure, Leadership, and Service. These are incorporated into the curriculum across all member schools, providing opportunities for student and teacher exchanges, community service projects, and conferences.
The International Baccalaureate (IB) offers four programmes for students aged 3 to 19, helping develop the intellectual, personal, emotional, and social skills necessary for living, learning, and working in a rapidly globalising world. The IB aims to develop inquiring, knowledgeable, and caring young people who contribute to creating a more peaceful world through intercultural understanding and respect.
Study
Study is the process of applying the mind to learning and understanding a subject, especially through reading. According to the dictionary definition, study refers to ‘the application of the mind to the acquisition of knowledge, as by reading, investigation, or reflection.’ This is just one aspect of a young person’s growth at school.
A good school must provide the best ecosystem for the personal and social development of an individual. This can only be achieved when we focus beyond studies, giving equal emphasis to Study, Skill, Service, and Sport.
This article is also published in the Good Schools India Journal.
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Authored By- Sandeep Dutt, Founder, The Good School Alliance
Education
53% of Students, 40% of Colleges, and 57% of Corporates Prefer 4-6 Month Internships: HirePro Report
Published
1 week agoon
October 1, 2024
Bengaluru, 1st October 2024: The landscape of internships in India is evolving, with students, colleges, and corporates showing a growing preference for internships lasting 4 to 6 months, according to a recent report by HirePro, an AI-powered recruitment automation firm. The report, titled ‘The New Reality in College Hiring,’ surveyed over 20,000 students, 350 educational institutions, and 200 corporate entities, along with insights from 100+ campus recruitment experts.
The findings reveal that 53% of students, 40% of colleges, and 57% of corporates prefer internships that span one semester (4-6 months). This duration is seen as ideal, offering students enough time to gain practical exposure while allowing corporates to closely assess a candidate’s adaptability and learning capabilities. However, 37% of colleges advocate for longer internships lasting 10-12 months, while 40% of students favour shorter internships of 2-3 months.
Flexibility emerged as a key priority for students, with 68% willing to relocate for the right opportunity and 79% open to remote internships. In contrast, 71% of corporates are hesitant about remote work, citing concerns over effective supervision. Interestingly, 67% of colleges support remote internship models, recognising the digital shift in the job market. There is also a notable interest in part-time internships, with 86% of students keen on this option, though 55% of corporates are opposed.
According to Mr. S Pasupathi, COO of HirePro, “Internships have increasingly become a preferred mode of candidate selection for many corporates,” highlighting the growing importance of internships as a pathway to employment.
Internships: The New Classrooms
Internships have emerged as the new classrooms where students learn real-world skills that traditional education often overlooks. The industry is never confined to textbooks or the four walls of a classroom; it’s dynamic, ever-changing, and requires hands-on experience. Engaging in internships allows students to bridge the gap between theoretical knowledge and practical application, preparing them for the realities of the working world.
Education
UGC to Train 10,000 Faculty Members in Indian Knowledge Systems under NEP 2020
Published
1 week agoon
September 30, 2024
In order to embed Indian Knowledge Systems (IKS) into the higher education landscape, the University Grants Commission (UGC) has announced plans to train over 10,000 faculty members from universities and colleges across the country in different phases between November 2024 and March 2025. This initiative aligns with the National Education Policy (NEP) 2020, which envisions an education system deeply rooted in Indian ethos and values.
The IKS, or Bharatiya Jnana Parampara, is increasingly being introduced as a subject in various academic disciplines, including engineering and management institutes. The UGC, the regulatory authority for higher education, has called on universities and colleges to apply for the six-day basic training programme by October 2, which will be organised in 75 institutions nationwide. Alongside faculty, around 1,000 registered research scholars will also participate in the training.
In a recent letter, the UGC emphasised the NEP’s focus on incorporating IKS into Indian education, stating, “The training programme equips faculty members with the tools to seamlessly integrate Indian Knowledge Systems into their teaching practices.” This initiative will ensure that the educational ecosystem in India reflects and promotes the rich heritage of the nation.
What the Training Programme Entails
The IKS training module offers a comprehensive introduction to fundamental concepts such as the Panch Maha Bhutas (five elements), the concept of a Sutra, and non-translatable terms like Dharma, Punya, Aatma, Karna, Yagna, Shakti, Varn, Jati, Moksha, and Puraana. Faculty members will be equipped to understand the importance of using accurate terminology in teaching IKS.
Participants will also be introduced to the philosophical foundations of IKS, including key concepts from Samkhya, Vaisheshika, and Nyaya philosophies. The module includes case studies on topics like the mathematics of Madhava, Aryabhata’s astronomical models, Ayurveda’s foundational aspects, Ashtanga Yoga, and insights from the Sangeet and Natya Shastra.
An official involved in the course design highlighted, “The courses are broad-based and not limited to a faculty member’s specific discipline. They include introductory material on all aspects, enabling exploration of fundamental IKS principles.” Discipline-specific courses will delve deeper into subjects such as chemistry, metallurgy, mathematics, and literature, allowing participants to engage with ancient texts and concepts within their areas of expertise. For instance, mathematics in the Vedas and Sulva Sutras will be studied, as well as the life and contributions of scholars like Aryabhata, Pingala, and Panini.
The Journey So Far
The first phase of this faculty training initiative began in July 2023, with the establishment of an IKS cell under the Union Ministry of Education (MoE). The cell was created to foster interdisciplinary research, preserve the vast knowledge of IKS, and ensure its dissemination for societal applications. The training sessions are conducted through various agencies, including the Human Resource Development Centres (HRDCs) and the Pandit Madan Mohan Malviya National Mission on Teachers Training (PMMMNMTT).
The NEP 2020’s emphasis on the Indian Knowledge System underscores the need for an education system that is not only globally competitive but also rooted in India’s rich intellectual traditions. By integrating IKS into higher education, the initiative aims to provide students with an opportunity to connect with their heritage and draw insights from centuries of accumulated wisdom.
(With inputs from News 18)
Education
India Offers 50 Quad Scholarships Worth Over Rs.4 Crore for Indo-Pacific Students
Published
2 weeks agoon
September 23, 2024
India has announced a major initiative to provide 50 Quad scholarships, worth Rs. 4.17 crore ($500,000), to students from the Indo-Pacific region. This scholarship programme will enable selected students to pursue a four-year undergraduate engineering degree at a Government of India-funded technical institution, emphasising the country’s commitment to strengthening ties with the Indo-Pacific region. The announcement was made as part of the Wilmington Declaration Joint Statement by the leaders of Australia, India, Japan, and the United States.
In the joint statement, the leaders of the Quad highlighted their dedication to building a network of future science, technology, and policy leaders, stating, “The Quad is committed to strengthening the deep and enduring ties between our people, and among our partners. Through the Quad Fellowship, we are building a network of the next generation of science, technology, and policy leaders.” The implementation of the Quad Fellowship will be overseen by the Institute of International Education (IIE) with support from private sector partners such as Google, the Pratt Foundation, and Western Digital.
Prime Minister Narendra Modi, who participated in the Quad Summit in Wilmington, Delaware, alongside US President Joe Biden, Australian Prime Minister Anthony Albanese, and Japanese Prime Minister Fumio Kishida, emphasised India’s role in the initiative: “India is pleased to announce a new initiative to award fifty Quad scholarships, worth $500,000, to students from the Indo-Pacific to pursue a 4-year undergraduate engineering programme at a Government of India-funded technical institution.”
About the Quad Fellowship
Commencing in 2024, the Quad Fellowship extends to master’s and doctoral students in science, technology, engineering, and mathematics (STEM) fields across the United States. Administered by the IIE, the programme aims to cultivate collaboration and innovation in private, public, and academic sectors among the Quad countries. As stated on the official website, “The fellowship develops a network of science and technology experts committed to advancing innovation and collaboration in the private, public, and academic sectors, in their own nations and among Quad countries.”
Eligibility Criteria and Application Process
The Quad Fellowship is open to candidates from the four Quad nations—Australia, India, Japan, and the United States—as well as 10 Southeast Asian countries, including Indonesia, Malaysia, and Vietnam. Selected candidates must demonstrate academic excellence and a commitment to using their skills for the greater good. Each fellow receives a financial grant of $40,000 (Rs. 33.39 lakh) to cover academic expenses.
The eligibility criteria for the 50 undergraduate engineering scholarships in India will be announced soon. However, for the graduate fellowship, candidates must:
- Be at least 18 years old at the time of application.
- Be citizens or legal permanent residents of one of the Quad countries or the 10 Southeast Asian countries (Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, Philippines, Singapore, Thailand, or Vietnam).
- Hold a bachelor’s degree or equivalent in a STEM field by August 2024.
- Have a record of superior academic achievement at the undergraduate level.
For prospective graduate students, they must have applied to an eligible STEM graduate programme at a US-based university for the 2024-2025 academic year. Current graduate students enrolled in a Master’s or PhD programme in the US must be enrolled full-time in an eligible STEM course for the full 2024-2025 academic year. Programmes in clinical healthcare, such as medicine or nursing, are not eligible.
Though applications for this year are closed, prospective candidates can stay updated by visiting the official Quad Fellowship website: Quad Fellowship.
(Source- PTI)
Education
Microlearning: Delivering Bite-Sized Education for Better Retention
Published
3 weeks 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
3 weeks 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
3 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.
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