Punjab Budget 2024-25 unveils historic investment in primary education with ‘Schools of Happiness’

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March 6, 2024

The Aam Aadmi Party (AAP) government, led by Finance Minister Harpal Singh Cheema, unveiled a substantial allocation of over Rs 10 crore for primary education in Punjab to establish ‘Schools of Happiness’. This announcement was made during the presentation of the state budget for the fiscal year 2024-25 in the Assembly on Tuesday.

The total budgetary outlay for education in Punjab for FY 2024-25 is pegged at Rs 16,987 crore, accounting for approximately 11.5% of the total budget expenditure. This marks a strategic shift in focus towards enhancing the infrastructure and quality of primary education, following last year’s emphasis on the ‘Schools of Eminence’ program aimed at elevating the education standards for classes 9 to 12.

The newly proposed ‘Schools of Happiness’ initiative is poised to address the critical infrastructure deficiencies in government-run primary schools across the state. Many of these institutions have been grappling with challenges such as dilapidated buildings, lack of proper furniture, and inadequate classrooms.

In addition to ‘Schools of Happiness’, the government plans to transform 100 government senior secondary schools into ‘Schools of Brilliance’, with an allocation of Rs 10 crore dedicated to this endeavour. These schools, catering to classes 6 to 12, will receive upgrades to provide students with well-ventilated classrooms, dedicated play areas, resource rooms, and activity corners.

However, the funding for the ongoing ‘Schools of Eminence’ project has been scaled back to Rs 100 crore this year, down from Rs 200 crore in the previous year. Despite the reduction, the state has already established fourteen Schools of Eminence.

The budget also highlights the government’s commitment to vocational education through the ‘School to Work’ program, which aims to equip schoolchildren with practical skills for livelihood generation. An initial Rs 10 crore has been allocated to set up hi-tech vocational labs in 40 schools as part of the program’s first phase.

Furthermore, the budget includes significant investments in higher education and medical infrastructure. Rs 1,425 crore has been allocated to support various state universities, with special provisions for research and infrastructure development at Punjab Agricultural University and hostel construction at Panjab University, Chandigarh. The state also plans to commence work on medical colleges in Mastuana Sahib, Sangrur, Kapurthala, Malerkotla, and Hoshiarpur, aiming to add 100 MBBS seats, along with a budgetary outlay of Rs 1,133 crore for medical education and research development activities.

UGC announces graded autonomy for eight leading universities, aiming for academic excellence

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March 6, 2024

The University Grants Commission (UGC) has announced the conferment of autonomy to eight premier universities, including Delhi University, enabling them with varying degrees of independence in their academic and administrative pursuits. This move, as per the UGC, is aimed at enhancing the quality of higher education through flexibility and innovation. The decision was publicised through a notification on the UGC’s official website, detailing the categorisation of these institutions under the UGC (Categorization of Universities (only) for Grant of Graded Autonomy) Regulations, 2018.

According to the UGC chairperson, M Jagadesh the autonomy granted to these universities is categorised into two levels—Category I and II—based on their National Assessment and Accreditation Council (NAAC) grading. The Central University of Rajasthan, Central Sanskrit University, University of Delhi, and Central University of South Bihar have been granted Category 1 autonomy, while the University of Hyderabad, Maulana Azad National Urdu University, Central University of Punjab in Bathinda, and Central University of Himachal Pradesh have received Category 2 autonomy.

Autonomy, as outlined by Jagadesh, is a step towards fulfilling the objectives of the National Education Policy (NEP) 2020, providing educational institutions with the liberty to innovate and excel in education and research. These universities, while remaining under the purview of the UGC, will now have the freedom to initiate new courses, off-campus centers, skill development courses, research parks, and other academic programs. They can also hire foreign faculty, enrol foreign students, offer incentive-based emoluments to faculty, engage in academic collaborations, and conduct open distance learning programs.

The UGC’s initiative to grant autonomy is part of a broader endeavour to elevate the standards of higher education in India. In 2018, 60 higher education institutions were granted autonomy, including renowned institutions like Jawaharlal Nehru University (JNU), Aligarh Muslim University (AMU), and Banaras Hindu University (BHU). The categorisation and grant of autonomy are based on stringent quality benchmarks, including NAAC scores and rankings in reputed global educational rankings. This policy is designed to incentivise institutions to strive for excellence and global competitiveness.

Envisioning a Globally Connected and Progressive Educational Landscape

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March 6, 2024

Through AI-driven tools, the institution personalizes learning experiences, adapting to individual student needs. Smart analytics and predictive models identify learning patterns, enabling instructors to tailor content and interventions. AI is integrated into assessment processes, offering instant feedback and facilitating a data-driven approach to enhance educational outcomes shares Dr Madhu Chitkara, Pro-Chancellor, Chitkara University, India, in an exclusive interaction with Nidhi Shail Kujur of Elets News Network (ENN). Edited excerpts:

With advancements in technology and the rise of online learning, how is Chitkara University adapting to provide a seamless and effective learning experience for students, both oncampus and through virtual platforms?

Chitkara University has adeptly embraced technological advancements to ensure a seamless and effective learning experience for students, transcending traditional boundaries. The integration of online learning tools and platforms caters to both on-campus and virtual students, fostering an inclusive educational environment. The university’s proactive approach involves robust e-learning infrastructure, interactive virtual classrooms, and accessible resources, enabling students to engage with the curriculum from anywhere. This adaptability reflects Chitkara’s commitment to staying at the forefront of educational innovation, providing students with versatile learning opportunities that align with the evolving landscape of technology and education.

Artificial intelligence is changing the way we approach education. How is Chitkara University utilizing AI in the teaching and learning process, and what potential do you see for AI in shaping the future of education?

Chitkara University harnesses the transformative power of Artificial Intelligence (AI) in education, redefining traditional teaching methodologies. Through AI-driven tools, the institution personalizes learning experiences, adapting to individual student needs. Smart analytics and predictive models identify learning patterns, enabling instructors to tailor content and interventions. AI is integrated into assessment processes, offering instant feedback and facilitating a datadriven approach to enhance educational outcomes. The potential of AI in shaping the future of education at Chitkara University is vast, promising increased efficiency, personalised learning paths, and a dynamic educational landscape that prepares students for the evolving demands of the digital era.

As the Pro-Chancellor of Chitkara University, how do you perceive the significance of international collaborations and partnerships in fostering a globalised education environment? Can you share some examples of successful collaborations that have positively impacted the university?

In my role as Pro-Chancellor of Chitkara University, I emphasise the pivotal role of international collaborations in cultivating a globalized education environment. Such partnerships broaden students’ perspectives, enhance academic diversity, and foster a cross-cultural exchange of ideas. Notable collaborations include strategic alliances with renowned international institutions such as Deakin University, Australia; George Brown College, Canada; University of Windsor, Canada and TRENT University, Canada; facilitating student and faculty exchanges, joint research projects, and shared educational resources. These partnerships not only elevate the university’s academic standing but also contribute to a vibrant learning ecosystem, preparing students to thrive in an interconnected world. The success stories emanating from these collaborations underscore their instrumental role in shaping Chitkara University’s global footprint.

The United Nations Sustainable Development Goals (SDGs) are becoming increasingly prominent in shaping global agendas. How is Chitkara University aligning its educational and research initiatives with these SDGs to contribute to sustainable development?

Chitkara University is deeply committed to aligning its educational and research initiatives with the United Nations Sustainable Development Goals (SDGs), recognising their pivotal role in shaping global agendas. The institution integrates sustainability principles into its curriculum, fostering awareness and a sense of responsibility among students. Research endeavours prioritise addressing key SDG challenges, from climate action to quality education.

Chitkara actively engages in community outreach projects, promoting social inclusivity and environmental stewardship. By instilling a commitment to the SDGs, the university empowers its students and researchers to contribute meaningfully to sustainable development, thereby playing a vital role in addressing pressing global issues. For the SDG initiatives, the University has been awarded many accolades. A few notable are:

THE Impact Ranking 2023 – secured an impressive 5th position in India and falls within the 301–400 band globally.
QS World University Rankings-2024: Sustainability – ranked in Environmental Education.
UI Green Metric – ranked as India’s 12th Most Sustainable University in 2023 and 328th position globally.
Second Position Award at the State Level Energy Conservation Award Competition by PEDA (Punjab Energy Development Agency).

Delhi Budget prioritises education with ₹16,396 crore allocation

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March 5, 2024

The Delhi government has announced a budget of ₹76,000 crore for the financial year 2024-25, with a significant focus on education. The budget, presented by Finance Minister Atishi, allocates ₹16,396 crore towards the education sector. This move underscores the government’s commitment to enhancing the quality of education in the capital.

Key investments in the education sector include ₹150 crore for the construction of new schools and classrooms, and ₹45 crore for the maintenance of existing facilities. Additionally, ₹42 crore is designated for Schools of Specialised Excellence, highlighting the focus on specialised education.

The budget also allocates funds for innovative educational initiatives, with ₹12 crore for the Delhi Model Virtual School and ₹40 crore for School Management Committees. These allocations aim to improve educational outcomes and governance in schools.

This educational focus is part of a broader budget that also addresses health, women’s welfare, and infrastructure, reflecting a comprehensive approach to development. Notably, the budget introduces the “Mukhyamantri Mahila Samman Yojana,” providing ₹1,000 monthly to women over 18, and details the Delhi Solar Policy-2023 to promote renewable energy usage.

The 2024-25 budget aligns with the government’s vision of creating an inclusive and prosperous society, with education as a cornerstone of this development strategy.

Exploring The Waldo International School: A Haven for International Minds

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March 5, 2024

Embarking on the exploration of The Waldo International School reveals a vibrant educational landscape, uniquely designed as a nurturing ground for young, international minds. Nestled in the heart of Jersey City, this institution stands out as a beacon of learning, where diversity is not just celebrated but is the cornerstone of its educational ethos. For those looking to delve deeper into the world of opportunities available for international students, The Waldo International School offers an unparalleled experience.

A Mosaic of Global Perspectives

At The Waldo International School, every classroom is a microcosm of the world. Students from various corners of the globe bring with them rich cultural heritages, transforming each lesson into a global adventure. Here, learning about the water cycle metamorphoses into an exploration of the monsoons in India, and a mathematics class might journey through the ancient markets of Babylon. This fusion of perspectives not only enhances academic learning but fosters a deep sense of global citizenship among students.

STEAM: A Catalyst for Innovation

The curriculum at The Waldo International School is ingeniously crafted around the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach, believing that the future belongs to those who can think creatively and solve problems. Through projects that might have students coding their first app or engineering sustainable cities, the school ensures that learners are not just prepared for the future but are poised to shape it.

Language and Literacy: Bridging Worlds

In recognizing the power of communication, The Waldo International School places a significant emphasis on language and literacy. Beyond the mastery of English, students have the opportunity to embrace new languages, be it Spanish, French, or Mandarin, reflecting the school’s commitment to creating fluent communicators and empathetic listeners in an interconnected world.

Cultural Immersion and Exchange

Life at The Waldo International School transcends academic pursuits, offering a rich tapestry of cultural immersion. From celebrating Diwali and Lunar New Year to exploring local American traditions, the school is a vibrant stage where cultures converge, dance, and learn from one another. These celebrations are more than just events; they are the threads that weave the tight-knit fabric of this diverse community.

A Supportive Harbor for International Families

Understanding the unique challenges faced by international families, The Waldo International School extends a warm hand of support, guiding them through every step of their journey—from the initial visa application process to acclimating to life in Jersey City. The school’s dedicated staff are more than educators; they are mentors, counselors, and friends who ensure that every family feels welcomed and valued.

Innovative Learning Beyond the Classroom

Education at The Waldo International School is not confined within the walls of a classroom. It spills out into the community and the natural world, offering students experiential learning opportunities that deepen their understanding and appreciation of the environment and society. Whether it’s a local community service project or a field trip to the Museum of Natural History, students are encouraged to see themselves as active participants in their learning journey.

Preparing Global Leaders

The Waldo International School’s mission extends beyond providing a world-class education. It aims to nurture leaders who are not only academically proficient but are also compassionate, culturally aware, and committed to making a positive impact in the world. Through leadership opportunities, debates, and student-led initiatives, learners are empowered to voice their ideas and learn the value of collaboration and community service.

A Community of Lifelong Learners

Joining The Waldo International School means becoming part of a vibrant community of lifelong learners, where education is a journey of continuous discovery. The school’s dynamic environment, coupled with its commitment to excellence, ensures that students are not just ready for the challenges ahead but are eager to embrace them with curiosity and confidence.

Exploring The Waldo International School reveals a place where education is a celebration of diversity, innovation, and global awareness. It stands as a testament to what is possible when young minds from around the world come together, united by a love for learning and a desire to make a difference. This haven for international minds is not just about academic achievement; it’s about building a foundation for a lifetime of learning, understanding, and growth. Here, at The Waldo International School, students are not just prepared for the next step in their educational journey; they are prepared for life.

Role of Quality Auditors in the Era of Personalized Learning

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March 5, 2024

Personalized learning has emerged as a transformative approach to education, tailoring instructional strategies to the individual needs and preferences of learners. It goes beyond the traditional one-sizefits-all model, acknowledging that each student possesses unique strengths, weaknesses, and learning styles. With the rapid integration of technology and adaptive learning systems, education is evolving at an unprecedented pace. Educational institutions may leverage technology to tailor content, pace of learning, and assessments, fostering a more individualized and engaging learning experience.

A lot of discussion has taken place about the methods of providing personalized content to learners and conducting assessments, tailored for the learning objective of the individual learner. However, there is almost no discussion about the role of accreditation bodies who prefer to follow some standard practices in higher education. As the landscape of education shifts towards personalized learning, ensuring the quality and credibility of learning experiences is important. In this context, quality auditors and accreditation bodies play a pivotal role in maintaining and enhancing the standards of personalized learning. This article explores the crucial functions of quality auditors and accreditation bodies in navigating the fast-changing realm of personalized learning.

Quality auditors have, so far, played the role of vigilant guardians of educational standards. Their primary function involves assessing and ensuring that programs meet predefined benchmarks for effectiveness and educational outcomes. Auditors are instrumental in identifying areas for improvement, ensuring that programs align with established educational objectives.

Technological advancements, including artificial intelligence and machine learning algorithms, are increasingly shaping personalized learning environments. These technologies allow instructors to monitor the progress of the individual learners and change the pace and level of assessments according to the needs of individual learners. Auditors must possess a deep understanding of these technologies to evaluate their ethical use, data privacy implications, and impact on learning outcomes. The understanding of the technology will help quality auditors to delve into the intricacies of personalized learning platforms, evaluating content relevance, pedagogical methodologies, and the adaptability of these systems to diverse learner profiles. This will help them to determine if changes in content and assessment are aligned with standard educational practices or not. Use of technology will help them to determine if the quality of assessment is meeting the promised outcome of the course or not. At the same time, the quality auditors need to be flexible enough to allow instructors to use his/her creative touch in assessments created using technology.

Accreditation bodies set and uphold rigorous standards that institutions must meet to achieve accreditation.

Views Expressed By Dr. Santosh Ray, Dean of the Faculty of Information Technology and Acting Director of Institutional Research and Quality Assurance, Liwa College, Abu Dhabi, UAE

Shri Dharmendra Pradhan inaugurates I-Hub foundation at IIM Sambalpur’s 100 Cube Conclave

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March 4, 2024

Shri Dharmendra Pradhan, the Union Minister of Education and Skill Development & Entrepreneurship, graced the 100 Cube Conclave at IIM Sambalpur. The event marked the inauguration of the I-Hub foundation, aimed at fostering a robust incubation ecosystem. Dignitaries including Prof. Mahadeo Jaiswal, Director of IIM Sambalpur, and Prof. Manoj Tiwari, Director of IIM Mumbai, alongside notable academicians, industry leaders, innovators, and students, were present.

The conclave showcased a short film on the 100 Cube and I-Hub foundation, highlighting their objectives and potential impact. Furthering academic-industry collaboration, several Memorandums of Understanding (MoUs) were signed with industry partners for establishing a Center of Management Education in Angul.

Shri Pradhan emphasised India’s transition towards becoming a knowledge-based, technology-driven economy, urging the shift from job seekers to job creators. He highlighted the 100 Cube Odisha initiative as a catalyst for fostering a culture of innovation and entrepreneurship among the youth, aiming to transform Odisha into an entrepreneurial hub.

The event also included a CSR meeting on 28th February, connecting corporations with sustainable business practices in key sectors like textiles, agriculture, and healthcare, among others. This initiative aligns to launch 100 startups each valued at Rs. 100 crore by Odisha’s centenary in 2036, initiated on 11 February 2024 at IIT Bhubaneswar.

The I-Hub foundation will serve as a comprehensive incubator and accelerator, supporting startups and MSMEs across various sectors, thereby contributing to India’s socio-economic growth and the vision of Viksit Bharat.

Roadmap for Aspiring Educators in International Education and Administration

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March 4, 2024

GMU prioritises the integration of real-world experiences into the curriculum, shares Burcu Aydin, Director-Student Affairs Department, Gulf Medical University, Ajman, UAE in an exclusive interaction with Nidhi Shail Kujur of Elets News Network (ENN). Edited excerpts:

How has your international experience influenced your teaching and administrative style?

My international experience working in 10 countries has enriched my teaching and administrative style by exposing me to diverse cultures and educational systems. It has instilled adaptability, fostering an inclusive approach in my teaching. Administrative practices now integrate global perspectives, ensuring a comprehensive educational environment. I’ve adopted a holistic perspective, incorporating best practices from different institutions to create more effective policies. This cross-cultural exposure has heightened my appreciation for diversity, emphasizing collaboration and communication in both teaching and administrative roles. Overall, my international journey has refined my versatile and culturally sensitive approach, enhancing the quality and impact of my educational leadership.

As you are the Director of Student Affairs at Gulf Medical University. Could you elaborate on GMU’s unique offerings?

In my role as the Director of Student Affairs at Gulf Medical University (GMU), I’m proud to highlight our institution’s distinctive features. GMU stands out for its Short Term Certificate Courses, tailored to address dynamic healthcare demands. These courses provide students with specialized, industryrelevant skills, enhancing their professional readiness. Moreover, GMU prioritizes the integration of real-world experiences into the curriculum. This approach ensures that theoretical knowledge is complemented by practical insights, preparing students for the challenges of the medical field. By embedding real-world scenarios into the learning process, GMU cultivates a holistic educational experience, aligning academic pursuits with the evolving needs of the healthcare industry.

What do you see as the most significant opportunities and challenges facing higher education in the coming years, especially in the context of global education?

In the coming years, higher education faces both substantial opportunities and challenges within the context of global education. The advent of technology presents a significant opportunity, enabling widespread access to education and fostering innovative teaching methods. However, challenges include adapting swiftly to technological advancements, ensuring inclusivity in a digital environment, and addressing the evolving nature of careers in an increasingly interconnected world. Additionally, globalization offers opportunities for cross-cultural collaboration, but challenges include navigating diverse educational systems and ensuring equitable access to educational resources. Striking a balance between embracing technological advancements and maintaining educational equity will be pivotal for the future of global higher education.

Queen Mary University strengthens ties with OP Jindal Global University

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March 1, 2024

Queen Mary University of London (QMUL) has deepened its partnership with OP Jindal Global University (JGU) in India. Since 2014, JGU has been Queen Mary’s first partner institution in India, rapidly rising in prominence since its inception in 2009. JGU boasts the title of the number one Private University in India by QS rankings for three consecutive years and holds the prestigious designation of an Institute of Eminence by the Ministry of Education in India.

On 13 February, a large delegation from Queen Mary, led by President and Principal Professor Colin Bailey, visited JGU to explore new avenues of collaboration. During the visit, academics from four different schools at Queen Mary met with their JGU counterparts to discuss various opportunities for joint initiatives. Highlights of the visit included presentations by two Queen Mary academics to JGU students and the signing of a new Memorandum of Understanding (MoU) in Psychology. This marks the first progression agreement between Queen Mary’s Faculty of Science and Engineering and JGU, and the fifth agreement since the two institutions began their collaboration in 2014.

Professor Colin Bailey expressed his enthusiasm about the partnership: “As our longest-standing partner in India, OP Jindal Global University and Queen Mary share a special bond. JGU is an excellent higher education institution and is at the vanguard of India’s educational development. Both we and JGU are keen to further develop our partnership, as evidenced by the visit today.” He also noted the warm welcome received from Professor Raj Kumar and his team at JGU, highlighting a mutual eagerness to see the collaboration continue to flourish.

This enhanced partnership between Queen Mary and JGU underscores their commitment to advancing educational development and fostering international collaborations, promising a brighter future for students and academics at both institutions.

Education Minister Dharmendra Pradhan introduces SWAYAM Plus portal

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February 29, 2024

Dharmendra Pradhan, the Union Minister of Education, Skill Development, and Entrepreneurship, has unveiled the “SWAYAM Plus” portal. This innovative platform, developed in partnership with leading industry players such as Microsoft, Cisco, and L&T, aims to offer courses tailored to bridge the gap between academic knowledge and real-world skills.

Managed by the Indian Institute of Technology, Madras (IIT Madras), a pioneer in the Massive Open Online Course (MOOC) platform and a founding member of Swayam-NPTEL, SWAYAM Plus is set to revolutionize online learning. With an impressive growth in enrollment from 31 lakh in 2017 to an anticipated over 72 lakh by the end of 2023, the platform stands as a testament to the increasing demand for quality online education in India.

SWAYAM Plus is designed to significantly boost the employability quotient of both college students and lifelong learners by integrating the practical expertise of its industry partners with the academic excellence of the SWAYAM educational platform. The courses will span a diverse range of fields including manufacturing, energy, computer science and engineering, IT/ITES, management studies, healthcare, hospitality, and tourism, reflecting the multifaceted needs of the global job market.

At the launch, Minister Pradhan emphasized the alignment of SWAYAM Plus with the National Education Policy (NEP), highlighting the unprecedented collaboration between reputable industrial houses, the University Grants Commission (UGC), esteemed educational departments, and elite institutes like IIT Madras. He assured that all courses offered through the portal would be accredited, ensuring their recognition and value.

IIT Madras assures that students engaging with the SWAYAM Plus platform will gain not only theoretical knowledge but also practical skills, insights into the latest industry trends, and the competencies demanded by employers today. This initiative is poised to narrow the existing knowledge gap between academia and industry, elevating the employability and competitiveness of graduates.

The SWAYAM Plus platform introduces several innovative features to enhance the learning experience, including credit recognition for academic progress, multilingual content to cater to a wider audience, and an AI-enabled chatbot designed to support students throughout their learning journey.

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