In a major reshuffle of IAS officers in Rajasthan, Roli Singh in his new role has been appointed as the new Principal Secretary for Higher and Technical Education in the State. Earlier, Singh was serving as the Principal Secretary to Government, Women & Child Development Department.
The newly elected Congress Government of Rajasthan led by chief minister Ashok Gehlot has transferred 40 IAS and 8 RAS officers in the State.
In another change, Pradeep kumar Borar who was earlier serving as the Special Secretary to Government, Tourism Department, Rajasthan, has been appointed as Commissioner, College Education and Special Secretary, Higher Education.
Also, Bhaskar Sawant has been posted as the Secretary to Government, School Education Department and Hemant Gera as Secretary to Government, Medical Education. Earlier, Sawant was serving as Secretary to Government, Department of Personnel, and Gera was Secretary to Government, Disaster Management, Relief and Civil Defence Department.
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Massive Open Online Courses, or MOOCs, are online courses that allow participants free access and unrestricted participation to any course of their choice. What is the scope of MOOCs in context of rapidly evolving education sector, observes Umesh Chandra Pandey, Regional Director, Regional Evaluation Centre, Indira Gandhi National Open University, Bhopal, Madhya Pradesh, for Elets News Network (ENN).
Education is all about sharing the knowledge. The limitation of human capacities to share the knowledge had perpetuated the socioeconomic inequalities. However the Internet, one of the greatest discoveries of 20th century has completely revolutionised the human capacity to share, duplicate and transmit the knowledge over long distance thereby making, Education truly a global phenomenon. It has paradigmatically changed the educational scenario across the world, integrated the educational systems, facilitated networking and most importantly made it open for public scrutiny thereby bringing a concern for quality. Use of Internet in Education is no longer a matter of choice for us. It is a compulsion of the age we are living in.
The MOOCs Paradigm
Umesh Chandra Pandey, Regional Director, Regional Evaluation Centre, Indira Gandhi National Open University, Bhopal, Madhya Pradesh
The emergence of internet technologies has given rise to most spectacular possibility of global classrooms, which was perhaps unbelievable few decades ago. The expertise of best teacher of the world is not confined to the four walls of his class rooms but is available to the students spread across the world. Internet can link the peer groups and the teachers through flexible and innovative learning environment which gives control of learning entirely in the hands of learners at their own pace and place. Massive Open Online Courses (MOOCs) are the outcome of such web applications.
MOOCs are not merely the video or audio presentations offered through web based platforms. They are well structured programmes making use of deep intricacies of theories of learning, and well researched technological designs. MOOCs are in fact the first technological intervention which was exclusively designed by educators and not like Radio or Television which were used for education purposes incidentally.
E-Learning courses were already prevalent in education ecosystem of the world. However, there is a conceptual difference between an e-Learning course and the MOOC. E-Learning courses primarily operate in a closed, structured, evaluation oriented and limited group of participants whereas MOOCs are purposely designed for effective dissemination of knowledge with relevant focus on evaluation systems and large group of participants. Such differences have attracted altogether different kinds of aspirants of knowledge for MOOCs.
The interest in MOOCs began to rise in 2012 as this paradigmatically new concept was perceived capable of radically transforming the educational systems. The initial motivation for MOOCs grew to make the expertise of good quality teachers available for a wider segment of student community who could not manage to come to classroom settings. Gradually it opened up possibilities before the “Centers of Excellences” to transcend the geographical boundaries and showcase the expertise of the University to wider international communities. They perceived it as an opportunity to attract more international students. Unbelievably low cost made it a lucrative option for prospective learners from developing world where the infrastructure and expertise is limited.
However, the low cost of these programmes also attracted the highly unmotivated students which resulted in unbelievably high drop out. Several studies have highlighted specifying the role of MOOCs in view of its high dropout rates especially from developing countries. However, despite their criticism for low completion rates, MOOCs have developed widespread acceptance as a source of high quality content, user-friendly learning experience and unlimited possibilities for mentor-learner and learner-learner interactions.
The paradigm of MOOCs has stimulated extensive media attention across the world with the Economist Magazine (in an Editorial dated 28th June, 2014) attributing MOOCs as a key driver of changes occurring in Higher Education. Wall street journal refers it as a practical medium for rapid diffusion of important skills and information. Clayton Christensen, a professor from Harvard Business School calls MOOCs a potent “disruptive technology” that will kill off many inefficient universities. The response has been unprecedented from students of formal and non formal systems alike. The reasons for such an excitement about this new paradigm in teaching learning are different for different stakeholders.
The students gain access to quality learning resources any time anywhere; the teachers find new opportunities enhance the reach at global scale and the administrators can enhance “Skill, Speed and Scale” and showcase the quality of faculty at a very low cost. The response for MOOCs from these countries has been overwhelming which has attracted policy level sensitization to promote this paradigm. The MOOCs offer exciting opportunities for educational planners of developing countries where the resources are limited, the target groups cannot afford to participate in costly systems of conventional higher education and requirements have to be immediately addressed. However extremely poor completion rates seriously questions the viability of the MOOC paradigms in these countries.
The MOOCs storm has come up at a time when the Higher Education systems have been worst hit by spiraling infrastructural costs, interestingly referred as “cost disease” by William Bowen, a former president of Princeton University. Whereas MOOCs can dynamically change the curriculum and delivery without much of the cost implications, the conventional face to face systems largely rely on public funding or students’ fee to make such changes. In such an environment MOOCs are presenting a great threat to conventional systems thereby putting the traditional Universities in to defensive.
Emerging New Possibilities
The true internationalization of the Indian Higher Education demands it to be globally competitive. The Higher Education Institutions and its faculty need to be showcased to western world which will help them to attract international students. Development of MOOCs by Indian Educational Institutions will help them to develop such MOOCs in Indian systems of knowledge like Yogic practices, Eastern Philosophy, Tribal Arts and Ways of Life. Such programmes if offered through MOOCs can attract a sizeable number of international students by Indian Universities. Moreover the MOOCs can be developed in Indian languages and dialects which can enhance the reach of the educational programmes up to those nook and corners which are largely untouched by the education.
The Open Educational Resources (OERs) can give valuable opportunities to Indian Educational Institutions to develop OER based MOOCs. It will save expenditures on development of content. The training of the Governmental functionaries, Village Panchayat functionaries etc are other areas of concerns which can be effectively responded through MOOCs. The educational issues are largely the same in all the developing countries and these countries can share expertise and resources to develop MOOCs. Furthermore it can become an instrument of Regional Cooperation in these countries.
The policies in developing countries need to suitably sensitised for these issues. In an interesting study” Making Sense of MOOCs: A guide for Policy Makers for Developing Countries” brought out by Common wealth of Learning, Canada has given an elaborate account of policy issues and interesting areas in which MOOC s can make developmental interventions in developing world.
The unlimited participation in such Massive web enabled academic programmess has completely revolutionized the educational scenario across the world. However, it has given rise to new opportunities to showcase the traditional systems of knowledge in India. It will not only glorify Indian systems of knowledge but will also promote international tourist traffic in our country. Such opportunities are yet to be fully utilized.
Government of India has been quick to respond to this opportunity and launched SWAYAM (https://swayam.gov.in/) as a platform to host Massive Open Online Course (MOOC). Despite its tremendous potential and popularity the SWAYAM platform is yet to get the desired response from Indian Academic community. However, the recent initiative of the Government to blend the MOOCs with conventional Universities is a welcome effort. It will not only help the conventional universities to combat the problem of faculty shortage but will expose the students to global standards of education. SWAYAM platform should be utilized for connecting students from conventional Universities with online educational opportunities.
The conventional systems have to effectively converge with MOOC phenomenon and gear up the systems and processes well in time. Though the recent move of government of India to promote MOOC platform calls SWAYAM is well conceived .However we need to remind ourselves that to enhance the global outreach of the Indian MOOCs the quality has to match the global players in this field. The policy level sensitisation for greater allocation of funds to develop technological infrastructure in the country will be a basic prerequisite for this.
MOOCs can be an instrument of for socioeconomic transformation in developing countries provided technological infrastructure in colleges and universities is improved; Mobile phone revolution is leveraged and such programmes are developed in technical and professional fields. It will ease the pressure on existing infrastructure of higher education.
MOOCs can connect the Indian students with global communities and will help them to gauge their competence as per international yardsticks. However, there are other hurdles like low internet speed, poor technical infrastructure, Cost for content generation, absence of evaluation mechanisms, and cultural hurdles which restrict access to these courses. These problems, if suitably taken care of can make MOOCs a reliable driver of change in India and other developing countries. However the greatest opportunity is large proportion of population in the young age bracket which is most tech savvy.
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The Central Government has given its nod to set up two new All India Institutes of Medical Sciences (AIIMS) — one each in Tamil Nadu and Telangana.
The two new institutes will be set up under the Pradhan Mantri Swasthya Suraksha Yojana (PMSSY). One of the institutes would come up at Madurai district of Tamil Nadu at a cost of Rs 1,264 crore, while in Telangana, the premier healthcare institute will be set up at Bibinagar at a cost of Rs 1,028 crore.
“Setting up of new AIIMS would not only transform health education and training but also address the shortfall of health care professionals in the region,” and official statement said.
According the statement, with 100 UG (MBBS) seats and 60 BSc (Nursing) seats, each new AIIMS will have 15-20 super specialty departments and also a hospital of 750 beds. As per data of current functional AIIMS, it is expected that each new AIIMS would cater to around 1,500 outdoor patients per day.
The proposed institution with 750 bed hospitals will include emergency/trauma beds, AYUSH beds, private beds and ICU specialty and super specialty beds. In addition, the institutions will also have a medical college, AYUSH block, auditorium, night shelter, guest house, hostels and residential facilities.
Construction of new AIIMS is fully funded by the Central Government. The recurring cost on these institutions shall be met through grant-in-aid to them from plan budget head of PMSSYof Ministry of Health.
The new AIIMS are scheduled to be functional within 45 months. The duration comprises a pre-construction phase of 10 months, construction phase of 32 months and stabilisation/commissioning phase of 3 months.
The Cabinet Committee on Economic Affairs (CCEA), chaired by Prime Minister Narendra Modi, has given its in-principle approval to set up Eklavya Model Residential Schools (EMRSs) in every district or block with more than 50 percent Scheduled Tribes (ST) population and at least 20,000 tribal persons.
To implement the revamped scheme effectively, the committee has approved Rs 2,242 crore funding for 2018-19 and 2019-20. In addition to that, an Autonomous Society on lines of Navodaya Vidyalaya Samiti under the Ministry of Tribal Affairs will run the EMRSs, stated an official release by the Government.
According to the official statement, 462 new EMRSs will be established in 102 blocks across the country.
Under the The new scheme, the construction cost of EMRS from has been raised from Rs 12 crore to Rs 20 crore with an objective to improve the construction quality and ensure better facilities for the students, the release added.
“EMRS is an excellent approach for imparting quality education to ST children. Apart from school building including hostels and staff quarters, provision for a playground, students’ computer lab, teacher resource room, etc are also included in the EMRSs. This initiative will benefit ST students immensely,” the release further said.
“By focusing on specific intervention to cater to the educational needs of STs, the quality of life of STs is expected to improve to the level of rest of the social groups and a visible impact by 2021 Census,” it added.
Skype in the Classroom allows students to experience new cultures, language, in or outside the classroom as well, writes Shimmi Sharma, Language Educator, Sunbeam School, Lahartara, Varanasi.
Skype in the Classroom is “a free global community” that allows teachers to collaborate on classroom projects and share skills and inspiration around specific teaching needs. Teachers can use Skype in a variety of ways to enhance their students understanding of a certain topic in a way that will be more exciting and memorable.
How to use Skype in the Classroom?
Shimmi Sharma, Language Educator, Sunbeam School, Lahartara, Varanasi
After teachers create a profile that describes their interests, teaching specialties, and location, they can begin to create projects that act as a way for teachers to connect with other teachers and classrooms across the globe. On this global platform, teachers can either ask for help or offer help. Skype in the Classroom also provides the opportunity for guest speakers to be present in the classroom without ever having to take a trip or even leave the office!
What are the benefits to using Skype in the Classroom?
Provides opportunities for students for social interaction with people outside of the classroom
It offers the opportunity to connect people and objects that are not in the same physical environment
Allows guest speakers to stay at the office or not travel in order to come speak to a class
Improved learning strategies
Greater perseverance, and reduced need for help from the instructor
Social interaction provides critical opportunities for learners who are learning at a distance
Internet technologies offer opportunities to connect people and objects that are not in the immediate physical environment. Using Skype in the online classroom improves social interaction and helps to create an authentic peer review environment
Videoconferencing in the Classroom – Utilising experts, authors, and guest instructors who would never otherwise be able to visit the school. Through this we can get the eminent personalities of the world in the four walls of the classroom.
Virtual Field Trips – Using video chatting to bring the Field Trip into the classroom – for example, visiting The Ancient Museum Egypt, Pyramids and Fossil Park and many more places. The students can get connected to far off distance places through the spectrum of internet.
Foreign Language Learning and Cultural Exchange – Teachers use Skype to connect local students with native speaking students from other countries. When the students from one communicate with the students of other country they come out of inhibitions and there is a development of a global community which crosses the borders safely. Skype allows students to see in real-time what people’s lives, homes, schools, weather, and more look like in other countries. This also encourages the cultural development and global citizenship in the learners.
Social interaction allows the learner to reflect and reconsider, get help and support, and participate in authentic problem solving. Classroom teachers can leverage the potential of disruptive technologies like Skype and other technology immersion initiatives to increase student motivation to communicate with authentic audiences, spend more time on assigned tasks, and develop essential literacy skills needed for vocational and lifetime success in the twenty-first century.
There are so many stellar learning opportunities out there when we open the world to our classroom. There will always be the rare individual who is against new technology or who suffers from techno-panic. Teachers across the world have already arranged many enlightening and unforgettable conferences, demonstrating the extraordinary potential ofSkype in the classroom. Skype enables students to connect, collaborate, and communicate with other students across the globe. It creates an opportunity for students to learn from each other, to have authentic audiences for their work, and to meet others who can further their learning. There are many educators who are working together to with the aim of promoting peace and global understanding.
Classroom-to-classroom Skype conferences have also proven valuable in teaching foreign languages. Students are afforded the chance to practice speaking the language with native speakers. The one-on-one Skype sessions provides the learners with not only valuable grammar and pronunciation practice, but also improved the conversational skills, such as negotiating meaning, that are essential to excelling in a foreign language.
As an educator, it’s our responsibility to build a strong foundation of global citizenship by incorporating 21st Century Skills that is to build up Communication, Creativity, Collaboration and Critical Thinking. Let’s get connected to this world of e-learning.
Dayawati Modi Academy (DMA) strives for excellence in all directions of child education and hence it offers a comprehensive package of activities to bring out the best potential of students, says Dr Ritu Dewan, Principal, Dayawati Modi Academy, in conversation with Elets News Network (ENN).
What is the vision and mission of Dayawati Modi Academy (DMA)?
Dr Ritu Dewan, Principal, Dayawati Modi Academy
Our vision is to become an institution of learning within a conducive environment. To nurture global citizens, the school nurtures students’ personality holistically imbued with value system. Our mission is to ensure that student learning remain the chief priority and all students can learn as per their potential. The students will develop their individual talents, critical thinking and technological skills by being actively engaged in the learning process.
How does DMA help students develop their innate talent?
The academy provides a holistic, congenial and conducive environment, where the students’ development process is being accentuated through proper guidance. At the academy, young minds are groomed and inspired, intellect sharpened, talents discovered and skills honed to complement academics. In this era of competition, it has been our constant endeavour to nurture global citizens armed with knowledge who are willing to venture beyond boundaries and work towards progress and welfare of mankind.
What smart or technology-based solutions are adapted by DMA to enhance learning among students?
Merely, operating knowledge of computer is not enough for students to survive in this competitive world. Computers in any institution are like the boxes if not used by the students in dayto- day processes. Detailed knowledge of technology is a must for every student to use it for best outcomes. Keeping in mind this, Dayawati Modi Academy, Meerut, emphasises on use of computers and adaption of modern IT techniques.
The four IT Labs for students are equipped with eight high configuration servers along with 160 working nodes. We also have a digital library integrated with school ERP system. Students can have e-subscription of around 5,500 books from anywhere. The library is also equipped with Kindle devices and 20 workstations to read audio-visual books. We are also exploring feasibility of Virtual Reality (VR) classrooms to take digital learning to the next-level.
How does the academy ensure that its teachers remain abreast with the latest happenings in the education world?
Well structured training modules conducted for teachers include motivational workshops as well as building strength in content and pedagogy. Teachers’ professional development and knowledge upgradation is done through their training with the renowned mentors and master trainers.
Group discussions among teachers, students and parents, help teachers identify the requirements and adapting the suitable approach to meet the demands. Teachers are also observed during their lecture delivery in the classroom to understand their level of interactions with students, classroom management, and for identifying areas where improvement is required.
How is DMA inculcating skills that may prepare them for the competitive world ahead?
To meet the societal changes in the form of increased individualism and excessive exposure to digital world, DMA works on various dimensions of child through various life skills be it communication, problem solving or making connection to oneself or to the society. Meticulously planned activity charter of academy makes teaching more meaningful for children. The essence of languages is garnered through debates, speeches, extempore, overpowering hesitation and nervousness of public speaking.
Life at MDIS centres on a shared commitment to academic excellence, intellectual growth, art, athletics, and high standard of ethical awareness, sportsmanship, and community service, says Ritu Kochhar, Principal, MD International School, Bijnor, in conversation with Elets News Network (ENN).
What learning practices are adopted at M D International School to achieve academic excellence among its students?
Ritu Kochhar, Principal, MD International School, Bijnor
To ensure academic excellence among our students, we have adopted a number of learning practices such as syllabus completion on time, maintaining discipline within school premises and emphasis on the holistic development of students.
How the school ensures an eco-friendly infrastructure that helps students to learn in a friendly environment?
School buildings, food, waste and even school curriculum support a connection to the healthy environment in school. Our school is far away from city and it’s totally pollution free. Clean green campus, high standard of hygiene and health facilities, proper drainage system and proper arrangements to remove toxic materials from places where children learn and play, are the activities help us to maintain an eco-friendly infrastructure.
What are the various measures taken by the school to ensure safety and security of students within and outside the premises?
The school premises is under round the clock CCTV surveillance. We also ensure that every school bus has a woman teacher throughout the commutation and also no girl student is left alone with any male staff. We also conduct session on regular basis to make students aware about good and bad touch.
How extracurricular activities are conducted at the school for holistic development of students?
Various activities such as – Fruit Party, Summer camp, Paper boat making activity, Red day activity, Janmashtami celebration, Oral hygiene awareness activity, Mother’s Day celebration, Eco-friendly bag making competition, Tricolour activity and Flag making competition, Portrait making of national leaders activity, The Investiture Ceremony, Earth Day celebration and many more. Our students have participated in number of sports activities at District, State, National and International level and received many trophies and medals.
We have exchanged and shared a good number of cocurricular activities with students in different countries and the school has been awarded with the “International School Award” by British Council for the period 2017-2020. School is ranked number one in bijnor under the category- CBSE City-Wise and Parameter-Wise for “Co-Curricular Education” through a survey conducted by Education Today.
What is the vision and mission of the school?
Our vision is to provide value based education with new innovations and ideas so that our pupils grow into aesthetically rich, intellectually aware and integrated young people, capable of fulfilling their dreams and aspirations. We want to encourage mutualism, develop global vision, enhance value based education and capacity among students to take decisions in difficult times.
Our mission is to provide comprehensive education for holistic development of individual personality with a human touch and visionary outlook. We aimed to provide an atmosphere where every child finds itself comfortable to unlock its latest talent and develop an inquisitive mind.
The University Grants Commission National Eligibility Test 2018 (UGC NET) is scheduled to start from December 19 across the country.
UGC NET is conducted for determining the eligibility of Indian nationals for the post of Assistant Professor or Junior Research Fellowship in Indian universities and colleges.
This year, the examination will be conducted as a Computer Based Test (CBT). The entire test will consist of two papers. Both the papers will consist of only objective type questions and will have to be attempted with a break of 30 minutes between them.
To be conducted by the National Testing Agency (NTA), on the behalf of UGC, the whole procedure of (UGC NET) is expected to last five days.
Across the country, examinations centres in 94 cities have been set up.
The mission ‘Inspiring Excellence’, the motto of Ajanta Public School, is a reflection of its ethos and a desire to usher a new era of knowledge, says Vaibhav Kapoor, Principal, Ajanta Public School, Gurugram, in conversation with Elets News Network (ENN).
Tell us a bit about Ajanta Public School’s initial journey and its guiding mission.
Vaibhav Kapoor, Principal, Ajanta Public School, Gurugram
Ajanta Public School was established in 1999, with a dream to enlighten the torch of education in the lives of children in Gurugram and to empower them with the power of knowledge. As we provide quality education to all the students, our focus revolves around imparting value based learning, we want to create good leaders and digital citizens for a digitalised nation.
The Mission ‘INSPIRING EXCELLENCE’, the motto of APS, is a reflection of its ethos and a desire to usher a new era of knowledge wherein every child, however different, has the right to education.A mission to give equal opportunities to each and every child for personal growth through ‘value added’ education.
Tell us something about the industry best practices being followed at Ajanta public School (APS) to nurture students’ inherent talent and potential.
Our school aims to help children develop their physical, mental, emotional, psychic, and spiritual facets through learning by exploration and discovery. To nurture student’s inherent talent and potential we, at Ajanta, enforce certain practices ,which are as follows:
We are a MASP school, with innovative and latest technology. Teachers at Ajanta share their notes online and teach the students using Bloom’s Taxonomy, core skills, critical thinking through ONE-NOTE.
We provide access of different clubs to our students so that they can become efficient professionals. HACT club, English Language lab, Yammer and Minecraftare to support our students for actively working in a competitive way, to solve problems and challenges. Teachers use this as an opportunity to build digital citizenship skills among students. Another skill we seek to develop in students is using appropriate tools in a strategic way.
Scholarship is provided to our sports enthusiast students along with the guidance and coaching by professional and well learned coaches during morning and evening hours.
Tell us about the assessment methods being followed at APS and how they give a holistic idea of a candidate’s performance?
Today’s students need to know not only the basic reading and arithmetic skills, but also skills that will allow them to face a world that is continually changing. They must be able to think critically, to analyse, and to make inferences. Changes in the skills base and knowledge that our students need, require new learning goals; these new learning goals change the relationship between assessment and instruction. Entire syllabus is divided in such a way where learning becomes natural for the students. Formative, Summative, Class-test and oral assessments are conducted to validate the learning outcome of each student.
What are the IT-based solutions being adopted by APS for students?
A Digitalised nation requires more educated youth who can be enabled in many fields including education and will adopt IT based solutions for holistic development of students. Ajanta being a MASP school provide a platform to its students with the various tools available through Microsoft to get a better hand on knowledge about technology in coming future.
Going forward, what are the key priorities of APS?
We aspire to become one of the “Green democratic and participatory school “, that provides an excellent opportunity to its students to become global citizens who march forward to create this world a better place to live in. We want to create awareness and use of council recycling facilities to improve district recycling rate. Saving Environment is the top most priority of our institution. We have adopted and inculcated “SDG-GOALS” to bring an ecofriendly change in society with its 17 projects
St. Teresa School intends to make its students full of optimism so that they develop positive traits and thus enrich their skills consistently, says R R Khanna, Director, St. Teresa School, and Vijay Kumar Gulati, Director, St. Teresa School, Ghaziabad, in an interview with Elets News Network (ENN).
What is the vision and mission of the school?
R R Khanna, Director, St. Teresa School, GhaziabadVijay Kumar Gulati, Director, St. Teresa School, Ghaziabad
St. Teresa, with its motto of trust, serve and love, focus on value education so that the students are reinforced with the conviction to achieve their maximum potential. St. Teresa aspires to enable each child to handle the vicissitudes of the life boldly by providing an amalgamation of ethics and values. Such a blend of embellished and ethical education empowers students to deal effectively with their environment, and successfully discerning available opportunities for a balanced, humanitarian and empathetic approach.
Education for us is not just the knowledge from books and learning about morals and values, rather it is more about infusing moral principles in a child. The prime focus of the school is to transform the tedium of classroom teaching into a creative and experiential learning process through our rigorous student centric approach.
What practices does St. Teresa School follow to boost students’ innate talent and potential?
We are committed to nurturing our students as the ones who can serve the society. To fulfil the learning needs of every student, we have adopted a diagnostic approach and allotted first 50 minutes of each day for the same. During this time, teachers assess weak areas of students to work upon, resulting into transformation of an individual as a confident graduate than being a dependent individual. It also helps us to connect with the students individually and assess their learning levels.
Our prime focus is on self-driven learning of different topics. It is done by stimulating curiosity among students. The research done by students to understand a topic helps them to resolve their queries automatically and learn a concept in the best possible way.
Peer instruction, group discussions, and collaborative problem solving is actively taken upon by involving all the students of a class directly. Such activities provide students a platform that recognises their approach towards any challenge or problem.
St. Teresa, with its motto of trust, serve, and love, focuses on value education so that the students are reinforced with the conviction to achieve their maximum potential.
What sort of Information Technology (IT) based solutions have been adapted by St. Teresa School to improvise learning experience for students?
As being committed to groom the students with all possible aids, Information Technology is included in school curriculum not only as a subject but as medium of imparting education and active learning. Our school is equipped with smart boards, projectors, language and computer labs. Technology is very helpful for students to learn languages, concepts of science, mathematics and social sciences. In our 3D Science Theatre, we have adapted flip learn technique.
Our teachers are connected with parent through Edumagix App for online exchange of student related information. In addition to that, comprehensive CCTV surveillance of campus, GPS & CCTV enabled buses ensure safety of enrolled students.
What measures have been undertaken by the St. Teresa School to keep its teachers abreast with the latest methodologies and teaching paradigms for students’ grooming as future leaders?
To nurture confident personalities, a school requires efficient and well trained mentors. For this, the school organises in-house seminars for teachers with renowned guides to train them. The school also ensures participation of teachers in seminars and workshops organised by the Central Board of Secondary Education (CBSE). It helps teachers to upgrade their skills and provide them an edge over others.
How is St. Teresa School working on nurturing life skills s they are being encouraged across the globe along with studies?
For holistic development of students, it is important to inculcate life skills among students along with academics. We have a wide array of curricular and extracurricular programmes to develop students with multi-faceted personalities.
Our physical education programme is designed to inculcate the true sportsman spirit and discipline. We support students to nurture their hidden talents, making them a global citizen aiming at providing international exposure to our students.
Our collaboration with Ghana, Nigeria, Jordan, Indonesia, Sri Lanka, Nepal, and Malaysia is an opportunity for the students to imbibe best global practices. As we are resolute to shape out globally competitive students, our approach includes diverse ways of improvement and perfection. We have also collaborated with The International Award for Young People (IAYP) and Ted-Ed for the same.
