30% of Higher Education institutions still unaccredited, says NAAC chairperson

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February 19, 2024

National Assessment and Accreditation Council (NAAC) Chairman Prof. Anil Sahasrabudhe stated that approximately thirty percent of universities and colleges nationwide remain unaccredited, in violation of the National Education Policy (NEP) 2020.

He was speaking to academicians at Lucknow University’s National Summit of Institutional Leaders (NSIL).

Sahasrabudhe said, “The latest binary accreditation system where institutions will be categorised as either ‘accredited or not accredited’ will encourage institutions to come forward and participate in the process aimed at quality development.”

By pursuing the second level of grading, or maturity-based grading accreditation with five distinct levels (from level 1 to level 5), authorized education centers can raise the bar.

“In the new process which is outcome and impact based and not input centric like the old one, we have considered the heterogeneity of higher educational institutes (HEIs) in the country, and will categorize them based on their orientation/vision and heritage/ legacy, and seek information that are appropriate for their category rather than a one-size-fits-all model,” Sahasrabudhe said.

For instance, institutes offering STEM education will focus on research and patents whereas the architectural institutions will be judged on their product-based projects. An institute offering hotel management will have parameters like services offered by them, he said.

Reiterating that the old grading and accreditation system was ‘faulty’ and hence abolished, Sahasrabudhe added, “We noted inexplicable jumps in the grades and inflated data fed by the institutes. For the new one, we are in the process of redesigning the parameters. There will be special focus on rural and remote located institutions through mentoring and handholding.”

Speaking about the continuous digital revolution, he mentioned that about 3.5 lakh of the 6.5 lakh villages currently have fiber optic access, opening up possibilities for enhanced online and open learning in rural areas.

“This will be cost effective and will empower students to pick up courses they are interested in right from home,” he said.

The Automated Permanent Academic Account Registry (APAAR), a unique student identity card, is a must for HEI heads, according to Sahasrabudhe. “Making it mandatory gives a scope of reactions like the one we witnessed on adoption of NEP by several states,” Sahasrabudhe added. Education leaders need to discuss the benefits of APAAR for students, schools, and government agencies. Students in these states will look forward to NEP when they discover that it streamlines their method of monitoring academic achievement.”

Prime Minister Narendra Modi set to inaugurate new IIM Jammu campus

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February 19, 2024

Prime Minister Narendra Modi - IIM Jammu

Prime Minister Narendra Modi is scheduled to inaugurate the new campus of the Indian Institute of Management Jammu (IIM Jammu) tomorrow, marking a significant milestone in the institute’s journey towards excellence in management education. Located in the majestic Himalayan backdrop, IIM Jammu has emerged as a center of excellence since its inception in 2016, committed to shaping the leaders of tomorrow and contributing to societal and economic progress.

Founded by the Ministry of Education, Government of India, the institute began its operations from a temporary location at Canal Road, Jammu, with an initial batch of 47 students. Under the guidance of Professor B S Sahay, IIM Jammu has experienced remarkable growth, now serving over 1200 students across various programs.

The construction of the new campus in Jagti, spanning 200 acres and completed at a cost of Rs. 500.91 crores, showcases IIM Jammu’s dedication to offering a world-class educational environment. The campus boasts advanced facilities, including smart classrooms and the “Nalanda” library, designed to support the academic and innovative endeavors of its students.

On the occasion of the inauguration of the New Campus, Professor Sahay, mentioned “IIM Jammu’s vision is to develop leaders and entrepreneurs, aiming to motivate students from jobseekers to job creators through practical exposure and industry collaborations. Despite being the youngest of IIMs, IIM Jammu has earned recognition, ranking 15th overall among all IIMs in the NIRF Rankings 2023.”

Punjab’s Transformative Initiatives to Shape India’s Education Landscape

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February 19, 2024

Against the backdrop of Punjab’s dynamic demography, marked by a population of over 30 million and a gross domestic product (GDP) of 98 billion dollars that significantly contributes to India’s economic landscape, the Department of School Education has undertaken transformative initiatives to shape the future of the state. In this vibrant context, where the number of school-going students forms a significant portion of the population, our endeavors to revolutionize education have gained momentum.

A flagship initiative, the Punjab Young Entrepreneurs State Scheme – Business Blasters, launched in November 2022 and expanded in October 2023, has become a catalyst for socio-economic development. This initiative not only addresses educational needs but also contributes to enhancing Punjab’s GDP by fostering entrepreneurship and skill development. Punjab’s future prosperity hinges on empowering its youth through education, creating a ripple effect on the state’s overall economic landscape.

The Schools of Eminence program allocated a proposed budget of ₹200 crore, which is strategically crafted to metamorphose 117 existing Government Senior Secondary Schools into centers of academic brilliance, emphasizing allencompassing infrastructure development. Going beyond conventional academic subjects, the initiative encompasses coaching programs, avant-garde artificial intelligence courses, and topnotch sports facilities, fostering the cultivation of well-rounded individuals. The integration of stateof-the-art ICT infrastructure further underscores our commitment to creating an environment that not only addresses gender disparities but also empowers students to actively participate in shaping Punjab’s socio-economic landscape.

Addressing the demographic challenges unique to Punjab, our enrollment campaign, initiated in February 2023, plays a crucial role. In a region teeming with eager young minds thirsting for education, this campaign has emerged as a pivotal force. Notably, it has achieved a commendable 17.3% surge in pre-primary class enrolment, signifying a positive trajectory towards cultivating a more educated and skilled populace. This accomplishment reflects our commitment to overcoming demographic hurdles and fostering an environment where every child, irrespective of background, has the opportunity to access quality education. The campaign’s success is a testament to our dedication to shaping a brighter future for Punjab by nurturing the educational aspirations of its youth.

The distribution of free textbooks is a strategic move to ensure that all 26,80,227 students, regardless of their socio-economic background, have access to quality learning materials. In a state where the number of school-going students forms a substantial portion of the population, this initiative is a cornerstone of our commitment to providing an equal education opportunity for all.

Punjab’s journey towards digital empowerment is reflected in the plan to provide Fiber-to-Home (FTTH) connections with 100 MBPS speed to all government schools. As the number of school-going students relies increasingly on technology, this initiative is poised to bridge the digital divide, ensuring that every student is equipped for the demands of the modern world.

Geographical constraints should not hinder access to quality education in a state with a diverse population spread across 23 districts. With a budget of ₹21 crore approved for transportation facilities, we address this challenge, ensuring that every student in Schools of Excellence and selected girl students has equitable access to educational opportunities.

In the demographic tapestry of Punjab, where the sex ratio remains a focal point of discussion, the Mega PTM event held in December 2023 served as a platform to strengthen partnerships between parents and teachers. With over 19 lakh parents participating across more than 19,000 schools, this initiative is pivotal in creating a collaborative approach towards nurturing the next generation.

Exposure visits for Principals and School Heads to prestigious institutions contribute to crosslearning and improved teaching methodologies. In a state where the number of school-going students continues to grow, these initiatives are critical in ensuring that educators stay motivated and equipped to meet the evolving needs of the diverse student population.

The resounding success of “Mission 100%” is not just a statistical achievement but a beacon of hope for the 10th and 12th class students in Punjab. In a state where the number of school-going students taking board exams is substantial, this initiative, with pass percentages of 97.76% and 91.86% respectively, is a testament to our commitment to academic excellence.

In the context of Punjab’s socioeconomic landscape, the distribution of free uniforms for students from pre-primary to the 8th standard is not just about clothing but symbolizes our commitment to social inclusivity. With an optimal utilization of the ₹35 crore budget, we aim to create an environment where every student feels a sense of belonging and equality.

The constitution of School Management Committees (SMCs) in approximately 19,123 schools reflects our commitment to decentralized management and community involvement. In a state where the number of school-going students is significant, empowering local communities to actively participate in the decision-making process ensures a more inclusive and responsive education system.

In conclusion, the Department of School Education in Punjab has embarked on a transformative journey in education against the vibrant demographic canvas of the state. The initiatives and achievements outlined here are not just statistics but represent a commitment to providing quality education and creating a more equitable and empowered society. As we navigate the complexities of Punjab’s demographics, the education landscape is poised for a brighter future.

Views Expressed By Harjot Singh Bains, Education Minister, Government of Punjab

UAE: Where the Future of Education Begins

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Kaanchi Chawla, Elets News Network

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February 16, 2024

The United Arab Emirates (UAE) is widely recognized as a hub of educational advancement and innovation in the Middle East. With its diverse and evolving society, the UAE continuously strives to align its educational system with international standards while preserving its unique cultural identity. Recent years have been particularly transformative, marked by significant reforms, and numerical growth, delving deeply into the quality of education and reshaping the educational andscape in the country.

Central to these developments is the UAE’s dedication to nurturing a knowledge-based economy, aligning with its Vision 2021. This national agenda places education at the forefront of progress, innovation, and social transformation. The government’s proactive strategy in overhauling the education system shows a clear commitment to preparing the next generation with the necessary skills and knowledge to thrive in and contribute to a rapidly changing global landscape.

This approach has led to an education sector that is more aligned with global trends and is deeply rooted in UAE’s rich cultural heritage, ensuring a well-rounded and forward-thinking educational experience for its students.

The Expansion of Educational Infrastructure

The recent developments in the educational infrastructure of the UAE reflect a profound commitment to enhancing and diversifying the nation’s educational landscape. This commitment is evident in the opening of five new schools in Dubai for the academic year 2023-2024. Offering British and Indian curricula, these institutions have added a significant 12,000 new seats, greatly expanding learning opportunities in the region. This strategic response caters to the increasing demand for quality education and also accommodates a diverse range of educational preferences, fostering an environment ripe for academic exploration. Also, by 2027, the inauguration of 50 new schools is projected, poised to accommodate an estimated 1,50,000 students.

Further enhancing educational services, there has been a significant focus on integrating technology in classrooms, offering personalised learning experiences, and fostering inclusivity, especially for students with special needs. This holistic approach ensures that the educational infrastructure evolves not just in quantity, but also in quality, creating an environment conducive to cultivating critical thinking, creativity, and innovation.

In an age dominated by digital advancements, UAE’s educational sector is rapidly embracing new technologies. According to reports by Technavio, the e-learning market is projected to expand significantly, exhibiting a compound annual growth rate (CAGR) of 12.21% from 2023 to 2028. This growth is expected to increase the market’s value by an additional USD 959.01 million, signifying the digital revolution in education. This remarkable growth trajectory highlights the nation’s agility in adopting online learning modalities and digitising educational content. Nearly 70% of the market share is now dominated by online learning and virtual classrooms, a shift accelerated by the COVID-19 pandemic, redefining education in the UAE.

In addition to these developments, the UAE is placing a significant emphasis on early childhood education, recognising the critical impact of early learning experiences. Reforming its approach to lay a strong educational foundation from a young age, UAE is setting the stage for future generations to thrive in a knowledge-based economy.

The country’s educational infrastructure is set to evolve into a dynamic ecosystem that encompasses international collaborations, research-oriented institutions, and innovation hubs. The expected surge in student enrollment, particularly in international schools, indicates a shift towards a globally competitive educational framework. This approach fosters a sustainable and diversified educational landscape, capable of adapting to future global challenges.

However, scaling up the educational infrastructure brings its own set of challenges, particularly in the recruitment and retention of high-quality teaching staff. To address this, initiatives are underway to attract and retain talented educators through competitive compensation packages and professional development opportunities. This comprehensive strategy ensures that the expansion of educational infrastructure is matched by a corresponding elevation in educational excellence.

UAE’s International Collaborations with India and Scotland

The recent expansion and enhancement of the educational infrastructure in the UAE are part of a comprehensive strategy that encompasses the building of new schools and significant international collaborations along with the adoption of advanced technologies in the education sector.

A notable development in this regard is the opening of the Central Board of Secondary Education (CBSE) office in UAE. This move is set to significantly enhance the educational guidance for the substantial number of CBSEaffiliated schools in the region. By establishing a local presence, the CBSE aims to provide more focused support and resources, ensuring that the curriculum and teaching standards are consistently upheld. This is particularly important considering the substantial Indian diaspora in UAE and their preference for the CBSE curriculum.

Additionally, the UAE’s collaboration with India in the field of education marks a significant stride in enriching the educational landscape of both countries. The collaboration between UAE and India’s education ministries is poised to boost academic exchanges and mobility. This partnership will facilitate a more robust exchange of knowledge, skills, and educational practices, greatly benefitting students and educators in both nations. The collaboration is expected to include various initiatives, such as student and teacher exchange programs, joint research projects, and sharing of educational resources and best practices.

The impending MOU between India and the UAE, alongside the MOU with Scotland, highlights the UAE’s commitment to establishing a globally competitive and diverse educational system. These international collaborations are instrumental in transforming the UAE’s educational infrastructure into a dynamic, inclusive, and innovation-driven ecosystem. The establishment of the CBSE office and the UAE-India education collaboration are integral to the UAE’s strategy of fostering a high-quality, diverse, and globally interconnected educational environment.

Major Restructuring in the UAE Education System

In May 2022, a significant restructuring of the UAE’s education system was announced, marking a pivotal shift in the governance of educational institutions. This restructuring involved the appointment of new ministers and the establishment of several authorities to oversee different facets of the educational landscape. This initiative exemplifies the UAE’s commitment to creating a cohesive and streamlined system capable of addressing the challenges of modern education.

The restructuring saw the appointment of Ahmad Belhoul Al Falasi as Minister of Education, tasked with reviewing policies and legislations related to the educational system. Sarah Al Amiri was appointed Minister of State for Public Education and Advanced Technology, responsible for developing strategies to upgrade public schools. H.E. Aisha Abdulla Miran has been appointed as the Director General of KHDA by His Highness Sheikh Hamdan bin Mohammed bin Rashid Al Maktoum, Crown Prince of Dubai and Chairman of the Executive Council. Lastly, Sara Musallam was appointed Minister of State for Early Education, overseeing early education initiatives. These appointments reflect the government’s drive to bring focused expertise to various educational levels.

Several authorities were established to aid the development of different educational sectors. These include the Education and Human Rooted in a strategic approach, these authorities aim to foster quality education and streamline the educational framework across the country.

The restructuring is expected to bring positive changes to the overall quality and outcomes of education in the UAE. The streamlined approach aims to provide targeted resources and support to different educational sectors, ranging from early childhood to higher education.

Education Sector Reforms

The UAE is undergoing a transformative journey in reshaping its education landscape, with comprehensive reforms aimed at creating a dynamic, skill-focused, and globally competitive education system. These strategic changes extend beyond mere infrastructural expansion and are integral to the UAE’s mission of nurturing a knowledge-based economy and preparing students for 21st-century challenges.

Central to these reforms is the commitment to enhance the quality of education. The nation has embraced international best practices, promoting critical thinking, and innovation, & adopting new teaching methodologies. A significant shift towards technologydriven platforms is evident, aiming to elevate education standards across the country. This includes the introduction of International Baccalaureate (IB) programs and other globally recognised curricula, ensuring the UAE students are wellpositioned on the global stage.

The impact of these reforms is measurable. The UAE anticipates an increase in student enrolment, with projections indicating a rise to 1.1 million in the GCC education sector by 2027. The UAE has also recorded the highest enrolment growth rate in the GCC, with a 5.1% compound annual growth rate (CAGR) from 2016 to 2021. Families in the UAE invest significantly in education, with the average annual cost standing at approximately Dh45,676. These figures highlight the escalating demand for quality education and the commitment of families to invest in their children’s future.

Recognising that the cornerstone of quality education lies in the calibre of its teachers, the UAE has focused intensely on attracting, training, and retaining skilled educators. Strategies such as competitive salaries, ongoing professional development opportunities, and a supportive work environment are employed to uphold teaching excellence.

The sector’s growth is also significant. The number of schools is expected to increase from 1,258 in 2022 to 1,308 by 2027. The K-12 market is estimated to be USD 94.7 billion by 2030 with a CAGR of 31.6%, a testament to the substantial investment in primary and secondary education. Furthermore, the UAE’s education market is forecasted to grow at a CAGR of 9.46% between 2023 and 2028, signifying its dynamic expansion.

A key component of the UAE’s approach to enhancing teacher quality involves rigorous recruitment processes, continuous professional development, and incentive schemes. This ensures that educators are not only well-qualified but also motivated and adept in the latest teaching methodologies and technologies.

A significant aspect of the reforms is the investment in educational technologies. Digital classrooms, e-learning platforms, and smart learning programs are pivotal in creating interactive and personalised learning experiences. These technologies prepare students for a digital future and position the UAE’s education system at the forefront of technological integration.

Vocal for Local

The United Arab Emirates has embarked on an ambitious and strategic initiative to boost the involvement of Emirati nationals in the private education sector, through the Teaching Specialists Programme. This programme, part of a larger national strategy, is a significant move to infuse local talent into a variety of roles within the educational realm, ranging from teaching posts in key subjects like the Arabic language, Islamic studies, social studies, and special education, to roles in educational guidance and leadership.

The quantitative goals of this programme are clear and defined: to place 4,000 Emiratis in the private education sector for four years. This target is a testament to the UAE’s commitment to developing a workforce that is globally competitive and deeply rooted in local culture and values. The initiative is a substantial part of the UAE government’s broader Nafis programme, introduced in September 2021, which aims to ensure that 10% of all jobs in the private sector are filled by citizens by the end of 2026. As of the latest updates, over 82,000 Emiratis are employed outside of the public sector, indicating a significant increase since the initiation of the campaign.

The programme aims to provide employment opportunities and empower UAE nationals with the necessary skills and qualifications to excel in the education sector. This involves comprehensive training programmes and professional development opportunities, ensuring that Emirati educators are well-prepared to inspire and guide future generations. The training encompasses traditional teaching skills as well as innovative educational technologies and modern pedagogical approaches. The goal is to create a workforce that is skilled in their subject areas and adept at engaging and inspiring students in a rapidly evolving educational landscape.

The long-term implications of this initiative are substantial. By 2026, with an increased percentage of Emiratis in the private sector, the education sector is likely to see a significant transformation in its demographic composition and approach to teaching. This change is projected to bring about a deeper integration of local culture and values in education, enriching the learning experience for students and creating a more diverse and dynamic educational environment in the UAE.

Looking Ahead with UAE’s Education Vision

The UAE is rapidly becoming a hub for students and teachers from around the world, blending different cultures and ideas. This approach provides education, builds global understanding, and prepares students for a connected world.

The future of education in the UAE is exciting. The country is on a path to becoming a global centre for learning and innovation. This isn’t just good for UAE but it’s a valuable contribution to education worldwide.

Looking forward, the UAE isn’t just getting its students ready for what’s next, it’s shaping the future itself. Education here is about unlocking potential, connecting cultures, and driving global progress. The UAE is not just following in the footsteps of others, it’s leading the way in creating a future where education opens doors to endless possibilities.

Department of School Education Reviews National Assessment Center PARAKH’s Progress

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February 13, 2024

National Assessment Center PARAKH's Progress

The Secretary of the Department of School Education & Literacy (DoSEL), Ministry of Education, recently chaired a comprehensive review meeting on the National Assessment Center, Performance Assessment, Review, and Analysis of Knowledge for Holistic Development (PARAKH). The meeting saw the participation of key stakeholders including Additional Secretaries of DoSEL, Shri Vipin Kumar and Shri Anandrao V. Patil; the Head of PARAKH at NCERT, Prof. Indrani Bhaduri, other Bureau heads, and a delegation from the Educational Testing Service (ETS) led by CEO Shri Amit Sevak, from Princeton, US.

During the meeting, Secretary Shri Sanjay Kumar emphasized the foundational role of assessment in the educational process, asserting that effective assessment strategies could revolutionize perceptions of education in India and establish new benchmarks for the world. He highlighted the necessity of educating teachers on the National Achievement Survey (NAS) to ensure exams are conducted with the utmost diligence.

A focal point of the discussion was the strengthening of the ‘Academic Bank of Credit’ and the ‘Competency-Based Framework’, facilitated by the innovative use of ‘Holistic Progress Cards (HPCs)’. These HPCs are envisaged not only as a means to track student progress but also as vital tools for teacher training. They aim to enhance teacher understanding of grade-specific competencies and the assessments related to them, promising a more informed and effective teaching methodology.

Established in March 2023, PARAKH operates as an autonomous entity under the Ministry of Education, born from the recommendations of the National Education Policy, 2020. Its creation marks a pivotal move towards realizing the policy’s objectives, focusing on a holistic approach to student assessment and development. The meeting underscored the collective commitment to refining the educational landscape through improved assessment mechanisms, setting the stage for a transformative impact on India’s educational standards.

Education Minister Dharmendra Pradhan Inaugurates 100 Cube Start-up Conclave at IIT Bhubaneswar

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February 12, 2024

Shri Dharmendra Pradhan, Union Minister of Education, Skill Development, and Entrepreneurship, opened the two-day 100 Cube Start-up Conclave at IIT Bhubaneswar’s Research and Entrepreneurship Park (REP). Participants included representatives of foreign governments, industry delegates (especially from the deep tech sector), academia, start-ups, students, and other notable business leaders. Secretary of Higher Education, Ministry of Education, Shri Sanjay K. Murthy; Secretary, Department of School Education & Literacy, Shri Sanjay Kumar; Director, IIT Bhubaneswar, Prof. Shreepad Karmalkar; Chairman, Board of Governors, Dr. Rajendra Prasad Singh was also in attendance.

In his speech, Shri Pradhan stated that the 100 Cube Conclave has set the groundwork to ignite the entrepreneurial spirit of eastern India and that the opening of the Research & Entrepreneurship Park at IIT Bhubaneswar is a historic day for Odisha. This project, according to Shri Pradhan, will be a 21st-century temple that will inspire and assist young people to dream large, innovate, and create value, much like the Konark temple, a symbol of Odisha’s architectural brilliance.

Additionally, he stated that the youth initiatives of Prime Minister Shri Narendra Modi have made sure that the Amrit Kaal becomes the golden age for the younger generations. Appreciating the corporations and investors who have signed memorandums of understanding and made significant contributions to support the project, he asked that youngsters should remain in your hands. He went on to say that the world views India and its youth with hope, thus it is imperative to give the gifted kids an ecosystem that supports them using a perspective that encompasses the entire society.

According to Shri Pradhan, academic institutions possess the ability to offer solutions to worldwide issues, and creativity is ingrained in Odia society. According to him, programs like 100 Cube Odisha will unleash the latent potential of young people and facilitate solution-driven innovation and the start-up revolution. According to Shri Pradhan, this project will be driven by the trio of youth, faculty, and industry. He extended an invitation to everyone to leave an inventive and enterprising legacy that will motivate the globe in the years to come.

In addition, the Minister digitally laid the groundwork for multiple infrastructure projects and opened the new auditorium. The program included a brief film on the REP as well. 16 startups and REP exchanged memorandums of understanding. Four IIT Bhubaneswar-incubated businesses were given grant checks by Oil India Ltd. Before the Conclave officially opened, dignitaries toured an exhibition of startup products.

Learning, not teaching!

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digitalLEARNING Network

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February 9, 2024

A premier educational institution invites an acclaimed academician from abroad. Students irrespective of their interest are asked to attend. The lecture hall is barely filled, many listeners do not seem to be interested in the subject. But they are there, on their own laptops and mobiles – while the academician makes a powerpoint presentation on latest trends in the subject. The content of presentation is good – though one may hold a different view, if asked. Does he teach well? Unsure. Do the participants learn? Sure – they do not.

Consider an alternate scenario. The same academician is coming. The institute invites those interested in the subject to attend. The academician makes groups of participants, starts with what they already know, what views they hold, and asks them to discuss some open questions about the subject. The groups discuss, debate and present their views. The academician comes in to clarify doubts, give examples, and share his/her view in those aspects. Does he teach well? Sure. Do the students learn? Unsure – they may.

Which scenario is better for learning?

The root cause of this confusion – and of mere focus on teaching – is that learning has come to be misunderstood as limited to formal education. Whereas learning is a daily activity, in and out of schools/colleges. Curiosity is innate in human beings, from birth. Irrespective of the structured educational system, humans learn – they learn from nature, they learn while talking to others, while observing, while doing, while solving problems, while living life. In awareness and presence, every moment is learning. ‘The whole movement of life is learning’, says J Krishnamurti.

The purpose of education – shikshan – is then facilitation and acceleration of this learning process.

While the words teaching and learning are often used together, it may be worthwhile to look at these in some detail. The word teaching has to do only with the teacher, the word learning involves both the teacher and the student.

The mindset in teaching is about ‘giving’. The teacher feels that (s)he has to ‘give’ knowledge which (s)he possesses, to a student who ‘does not’ possess it. There are problems with this argument, as there can not be (neither is it required!) one repository of complete knowledge. More importantly, it signifies lack of trust in students – that they may also know, or hold a view about something. One- way teaching mindset discourages questioning, understanding, experimenting, and is thus, detrimental to learning.

There are two other things in the formal education environment that inhibit learning. One is ‘fear’. In the name of ‘discipline’ and ‘order’ – the environment in learning spaces smells of fear. Fear of authority, fear of failure, fear of ridicule, fear of exams. Recall your most critical learnings in life – and whether they were learnt out of fear ? Fear not only inhibits learning in the present – it cripples the young mind which should actually be blooming in a fear- free environment, gaining confidence on ‘how to learn’. The fear surrounding ‘what to learn’ mars it. The teacher is stressed in ‘completing syllabus’, rather than ‘clarifying the concepts, and developing love for the subject’; the student’s sole goal is to score marks – learning can follow! Fear also breeds an inferiority complex in an individual – a fearful mind cannot be creative.

The other thing – smartly masked as ‘essential in the new world order’ – that kills learning is competition. Learning is an internal trait, while competition is an external negative factor. It is said that competition can motivate – however that motivation is temporary; moreover that comes at a great peril if missing value of collaboration and ignores that fact that real life problem solving dies not require oneupmanship but rather working together, complimenting each other’s skills. There can be only one thing uppermost in mind – that can either be the ambition to win, or the joy to learn. If my energies are directed outwardly – and negatively – in bettering than the ‘other’; then how will true internal learning (revelation!) happen. Most of us remember that the concepts that we discussed with friends – collaborative learning – are the ones that stayed longest! ‘People support what they help create’, and students are people too!

What is required therefore is a shift in the focus in from teaching to learning, from teacher to student. Four things are key for this. The first and the foremost is the relationship- between the educator and the student. What a student long remembers after leaving school/college is one teacher who understood him/her; who ‘listened’ to him/her; who did not hold any biases against him/her because of his background, caste, colour, language or socio-economic status. For whom he was not a ‘Mr. India’ – an invisible in the class. Two, the environment in the school/college has to be fear-free, where a student can ask questions, disagree with the views, and learn to respect opposite views without hatred. Three, the competitive spirit has to give way to a collaborative spirit. Learning increases by sharing. Marks are limited. Four, education sector has to purge itself of all the biases, favoritisms and partialities. It should be a place welcoming one and all. Such an environment alone will nurture holistic individuals as expected in the National Education Policy, 2020.

The shift from ‘teaching’ to ‘learning’ entails all of the above. Are our educators and education bureaucracy up for this change?

Views Expressed By: Nipun Vinayak, State Project Director, Rashtriya Uchchatar Shiksha Abhiyaan, Maharashtra, Executive Director, Maharashtra State Faculty Development Academy, CEO, Maharashtra State Commission for Higher Education & Developments.

28th Elets World Education Awards Celebrate Innovation and Excellence in Dubai

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digitalLEARNING Network

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February 7, 2024

The 28th Elets World Education Awards, hosted on February 6th at the Millennium Plaza Downtown Hotel in Dubai, marked a splendid celebration of innovation and excellence within the education sector.

Organised by Elets Technomedia in collaboration with Elets Digital Learning Magazine, the awards ceremony took place during the 28th Elets World Education Summit, honoring exceptional contributions made by individuals and institutions in shaping the future of education.

The event witnessed participation from esteemed educators, policy-makers, and thought leaders from across the globe, coming together to honor those who have demonstrated exemplary leadership, innovation, and dedication in the field of education.

With a focus on acknowledging excellence across various categories, the awards ceremony highlighted the following key areas:

• Government: Recognising initiatives and projects driving innovation in education, with a special emphasis on enhancing learning outcomes.
• Leadership: Honouring visionary leaders who have made significant contributions to the education sector through their exemplary leadership, strategic vision, and transformative initiatives.
• Higher Education: Celebrating universities, colleges, and institutions that have excelled in areas such as academic excellence, research, innovation, and industry-academia collaboration.
• School Education: Acknowledging schools and educational institutions for their innovative pedagogical practices, academic excellence, and commitment to holistic development.
• Corporate: Recognising organisations and individuals driving innovation in educational technology, financial empowerment, digital learning solutions, and knowledge partnerships.

The Winners:

Government Award

The Department of School Education, Punjab, received recognition for Innovation in Project-Based Learning, highlighting their commitment to modern and effective teaching methods.

Leadership Award

Distinguished individuals honoured under the Leadership Award category include:

• Dr. Richa Arora, Head of Institution & COO at University of Stirling, Ras Al Khaimah Campus.
• Dr. Binu Siva Singh S K, Registrar at Jeppiaar University, India.
• Ashish Mittal, Group – CHRO at Sreenidhi Educational Group, Telangana, India.
• Dr. Arindam Banerjee, Professor & Assistant Dean, Global MBA & MGB, SP Jain School of Global Management Dubai.
• Revathi Srinivasan, Director – Education, Singhania Schools.
• Anshul Pathania, Managing Director of Pathania Public School, Haryana.
• Rev. Fr. Thomson Kinny, Principal, St. John The Baptist High School and Jr. College.
• Prof. B. Bhima, Principal, Nizam College, Osmania University, Telangana, India.
• Tamil Selvan Ramadoss, Group Chief Finance and Business Transformation Officer at RMB Holdings, Dubai, UAE, and International Speaker, Thought Leader & Expert in Triple Helix Model.

Higher Education

Outstanding institutions honoured in the Higher Education category include:

• University of Stirling, Ras Al Khaimah Campus, for Outstanding University with Best Placements.
• Chitkara University, India, as the University of the Year 2024 with Research Excellence.
• Westford University College for Outstanding B-School with Innovation in Placements.
• Swami Vivekanand Subharti University, India, for Outstanding University with Green Campus Initiative.
• Jeppiaar University for Excellence in Global Exposure Initiatives.
• Graphic Era (Deemed to be University), India, for Outstanding University in Research, Innovation, and Placements.
• RMK Group of Institutions, Tamil Nadu, India, for Excellence Group of Institutes for Promoting Industry Academia Interface.
• University of Engineering & Management (UEM), India, for Outstanding University with Best Placements.
• Institut Teknologi Nasional Bandung (Itenas), Indonesia, for Excellence Private University in Graduate Employability.
• The Dale View College of Pharmacy and Research Centre, Kerala, India, for Outstanding Pharmacy College in Promoting Research and Innovation.
• Haridwar University, India, for Outstanding University in Industry Academia Interface.
• Invertis University, India, for Outstanding University with Best Infrastructure.
• American Imperial University, USA, for Best Online Degree Provider.
• Euclea Business School, France, for Leading Globally University.

School Education

Innovative schools recognised in the School Education category include:

• Rayan Group of Institutions for Educational Excellence Award.
• Alnoor International Schools, Kuala Lumpur, Malaysia, for Outstanding Green School Initiative.
• Our Own High School, Dubai, UAE, for Outstanding School for Sports.
• Ology Tech School for Innovation in STEAM Education.
• Glendale International School, Dubai, for Innovative Practices for Academic Excellence.
• Emirates American School, Sharjah, for Innovation in Pedagogical Practices.
• Sunbeam Group of Educational Institutions, India, for Leading School Chain (National).
• Billabong High International School, Kanpur, India, for Outstanding Practices for Academic Excellence.

Corporate

Leading corporate entities recognised for their contributions to education include:

• Dr. Brijesh Karia, Chief Operating Officer at Singhania QuestPlus.
• Century Financial for Excellence in Financial Empowerment.
• Singhania Education for Digital Learning Innovator of the Year.
• Infinity Infoway Pvt Ltd for Leading Education ERP Solution Provider in Asia.

These awards underscore the commitment of individuals and organisations towards fostering innovation and excellence in education.

The Elets World Education Awards continue to serve as a benchmark for the global education community, inspiring further advancements and initiatives in the field

28th Elets World Education Summit Concludes in Dubai, Setting Agenda for Global Education Transformation

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digitalLEARNING Network

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February 6, 2024

The second day of the 28th Elets World Education Summit (WES) drew to a close today at the Millennium Plaza Downtown Hotel in Dubai, concluding a dynamic two-day event that delved into the future of education on a global scale.

Hosted by Elets Technomedia in collaboration with Elets Digital Learning Magazine, the summit served as a pivotal platform for distinguished educators, industry leaders, policy-makers, and stakeholders to convene, exchange insights, and foster collaborative efforts in shaping the trajectory of education.

The second day featured an array of exclusive presentations and engaging panel discussions, offering invaluable insights into the future of higher and school education.

Higher Education Track

Panel discussions covered critical topics including the reimagination of pedagogies for the future, navigating digital literacy and ethics in AI-enhanced classrooms, managing accreditation complexities in the digital era, fostering impactful leadership, and rethinking assessment methods for holistic student development. The speaker lineup of the higher education segment included Dr. Yassen Alfoteih, Dean of the Humanities College, City University, Ajman, UAE; Hani Asfour, Vice President of Innovation and Institutional Partnerships, Dubai Institute of Design and Innovation, Dubai, UAE; Prof. Eid Mohammad Kanaan, Dean of Student Affairs, University of Sharjah, UAE; Prof. Dr. Jaskiran Kaur, Campus Director, NMIMS (Deemed to be University), Chandigarh, India; Swaminathan AR, Co-Founder & CEO, Camu; Prof. B Bhima, Director, Centre for Microbial and Fermentation Technology, Head of Department of Microbiology & Principal, Nizam College, Osmania University, Hyderabad, India, etc.

Notable presentations were delivered by Karan Shah, Founder & CEO of IIDE- The Digital School, and Tamil Selvan Ramadoss, Group Chief Finance and Business Transformation Officer at RMB Holdings, Dubai, UAE.

Among the universities showcased during the event were the University of Engineering & Management (UEM), Invertis University, and Swami Vivekanand Subharti University, whose representatives provided compelling insights into their respective institutions’ innovative approaches.

School Education Track:

The summit delved deeper into dynamic themes in the school education segment such as fostering global citizenship, adapting examination methods for the digital age, integrating AI into classrooms responsibly, personalised professional development for educators, and preparing students for digital literacy and online safety. The panelists included Sangita Chima, Principal, Amity School Dubai, Dubai, UAE; Matthew Burfield, Senior Vice President, GEMS Education, UAE; Dr. Vandana Gandhi, CEO and Founder, British Orchard Nursery, Dubai, UAE; Lee Hole, Principal, Dubai British School Jumeira, Dubai, UAE; Jan Stipek, Principal, Regent International School, Dubai, UAE; Dr. Carla Caviness, Principal, Dubai Schools Nad Al Sheba, Dubai, UAE; Haris Madappally, Executive Director, Pevees Public School, Kerala, India; Rev. Fr. Thomson Kinny, Principal, St. John The Baptist High School and Jr. College, India, etc.

The day also featured exclusive presentations from Max Viiask, Annika Viiask, and Maria Cederslatt of FB Academy, Sweden, Europe, as well as James Pastore, Principal of Emirates Schools Establishment, Dubai, UAE. These presentations shed light on innovative teaching methods and pedagogical approaches in school education.

World Education Awards and Expo:

The summit also hosted the prestigious World Education Awards ceremony, recognising outstanding contributions and innovations in the field of education.

Additionally, an expo showcased cutting-edge technologies, solutions, and best practices aimed at revolutionising the educational landscape. Exhibitors who showcased their offerings at the event included Accuracy – Language Solutions Simplified, CUEMATH, Teachmint, Codetantra, Edmentum, Toddle, Arize Digital, and EduZo.

Partners that joined at the 28th Elets World Education Summit included Creatrix Campus as the Powered By Partner, Meritto (formerly NoPaperForms) as the Admission Automation Partner, Campus 51 by Benchmark Academy as the Teacher Certification Partner, Singhania Quest Plus as the School EdTech Partner, CTPL – Creanovation Technologies Pvt. Ltd. as the Student Recruitment Partner, Edsidera, KSI Education, Campu, and Infinity as the Silver Partners. R.M.K Group of Institutions participated as an Institute Partner, while Ryan International Group of Institutions represented as a School Partner. University partners included the University of Stirling, Ras Al-Khaimah Campus, Westford University College, Graphic Era University, Chitkara University, Haridwar University, Jeppiaar University, Invertis University Bareilly, IEM UEM group, and Subharti University. Additionally, RMB Group, Board Infinity, EduBrisk, and IIDE – The Digital School were Associate Partners. Century Financial and Swenetic I In extended their support as Supporting Partners.

The 28th Elets World Education Summit proved to be a resounding success, catalysing transformative dialogue and collaboration among stakeholders committed to advancing education globally.

Digital Education in Rural India “Mera School, Smart School”

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digitalLEARNING Network

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February 6, 2024

Mera School, Smart School’ is a transformative initiative, taken by Dewas District Administration, aimed at modernising government schools by introducing smart TVs to all primary and middle schools in rural areas. This district-level e-governance initiative has significantly increased school attendance, improved learning outcomes, and empowered underprivileged students with smart classrooms. The replication of this model requires a dedicated team committed to the cause of education for impoverished students. Objective of the Project – “Coding for everyone”, a free for all 400 hour Computer Programming course started in the district for Govt. students of Classes 9 to 12th.

Salient features of the work undertaken in the area of Process Re-engineering for Digital Transformation

The “Mera School-Smart School” initiative was implemented for primary and middle government school students. Smart TVs were installed in all the schools solely through crowd funding and public participation. Class-wise and chapter-wise e-curriculum was created and implemented. Additionally, double-lock systems, voltage stabilisers, and waterproofing of smart rooms were implemented to ensure the sustainability of the initiative. Out of the total target of 1669 schools, 1442 have smart TVs to date.

Beneficiaries of the Project

“Mera School – Smart School” benefits students from Class 1st to 8th in all government primary and middle schools.

Brief Details of the Project with specific reference to the District Level initiative in e-Governance

The “Mera School-Smart School” initiative aimed to impart digital education to primary and middle government school students. Smart TVs were installed in all schools solely through public participation, donation campaigns, and CSR contributions. Stakeholders, including political representatives, educational NGOs, donors, and teachers, were regularly consulted and made owners of this initiative. Class-wise and chapterwise e-curriculum was created and implemented. Electricity connections were provided in the remotest schools. To ensure the longevity of smart classrooms, double-lock systems, voltage stabilisers, and waterproofing of classrooms were undertaken with the help of Gram Panchayats. As of now, smart classes have begun in 1442 out of the total 1669 primary and middle schools.

Impact in terms of time and cost-saving for beneficiaries

Cost-saving is one of the underlying objectives of both missions. The open-source content developed under “Mera School-Smart School” is based on prudently selected YouTube channels in Hindi, imparted totally free of cost to government primary and middle school students. This content is equivalent to lakhs of Rupees on EdTech platforms like Byju’s or Unacademy, making private Ed-Tech platforms financially inaccessible to rural students. The content is developed class-wise, subject-wise, and even chapterwise. In this project, no cost is borne by government schools, as the entire infrastructure is crowdfunded, and the content is compiled by government teachers.

Brief on the uniqueness of this district-level initiative

The initiative bridges the gap between the education imparted in private and government schools through digital media.
Totally free of cost to students and government schools, as the infrastructure is crowd-funded, and content is developed by school teachers.
Content compiled in Hindi language from carefully chosen YouTube channels.

Situation before the Initiative (Bottlenecks, Challenges, constraints, etc. with specific details as to what triggered the district to conceptualise this project)

Trigger: It came from monitoring the extremely poor learning levels of primary and middle students (also quantified in the annual ASER Report). Discussions with stakeholders pointed out poor attendance in schools as well as obsolete pedagogical techniques leading to monotonous learning. Therefore, the project started with the aim of imparting digital education in all government schools.
Challenges: Crowd-sourcing of infrastructure (Smart TVs, Stabilizers, JioFi Internet) is a huge challenge, which was overcome by zealous reviewing with industries (CSR), public representatives, local businesses, and NGOs (Muskan Dreams).

Situation after the Initiative (Specific improvement details in terms of benefits, processes, services, transactions & user feedback, etc. vis-a-vis the situation before)

Attendance in government schools has increased as learning from TV is an attraction for kids who have never seen a TV in their lives.
The learning levels of students are increasing as the retention from educational videos is more. Also, better insights into complex concepts (like the inside of an atom) are being gained.
Parents are becoming aspirational. Some parents contributed to repairing the LED, which was damaged by an election party during Vidhan Sabha elections.
Smart classrooms, mentioned in the brochures of elite private schools, are now available to underprivileged students in remote villages today in Dewas.

Brief on Roll out/implementation model

Donors identified to provide Smart TVs, Stabilizers & Jio-Fi Devices to schools. Multi-level meetings and reviews were done over 9 months to ensure 100% coverage of schools.
e-content developed by our professors. Orientation imparted to all government teachers.
Gram Panchayats ensured that double doors were installed in all schools to prevent theft.

Process Flow and data flow of the initiative in e-Governance maybe elaborated

Class-wise, subject-wise, and chapter-wise e-content have been developed, and smart TVs have been installed in all primary and middle schools. This content is made available to students either using pen drives (Smart TVs support USB), JioFi Devices, or mobile hotspots. With the help of Muskan Dreams NGO, Android Boxes have also been provided along with curated learning content.
A timetable for digital education is prepared for each class in every school covering all subjects.
e-learning content compiled in Hindi from carefully curated vernacular YouTube academic channels.

Brief details on the ICT used by the district for the initiative in e-Governance

For “Mera School-Smart School,” multiple academic channels of YouTube that have educational content in Hindi were utilised to compile the curriculum. Various NGOs like Muskan-Dreams also provided e-content free of cost to the district administration. JioFi/ Mobile Hotspot used to provide internet connection. Smart TVs that enable mobile casting, YouTube app, and internet connectivity were installed. Some content in remote areas was spread through pen drives. Android Boxes were also used by some teachers. Basically, in India, Frugal Innovation (Jugaad) is the hallmark, and once our teachers got the TVs, they ensured that it was utilised in the most efficient way possible.

Any other details relevant for replication

Very easy to replicate if we have a dedicated team committed to the cause of education for poor students in our government schools. Since philanthropic mindset people are available everywhere, all we require is their trust that their contributions would be utilised in the best possible way, and no syphoning off would take place.

Views expressed by: Rishav Gupta, IAS,District Magistrate – Dewas, Madhya Pradesh

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