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A Six-Point Plan By UNICEF To Protect Our Children

Global coordination is urgently needed to prevent the COVID-19 crisis from becoming a child-rights crisis.

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In the wake of the COVID-19 crisis, governments around the world have mobilized billions of dollars to save their economies. But there is another impending and devastating loss if we do not act: a lost generation of children.

Progress towards the Sustainable Development Goals is slipping backwards, and children continue to pay the steepest price. Without coordinated, global action to prevent, mitigate and respond to the effects of the pandemic, the consequences for children now, and for the future of our shared humanity, will be severe.

This six-point plan proposes a set of practical and concrete actions to reunite the world around a common cause: the realization of the Sustainable Development Goals and the Convention on the Rights of the Child.

To do so, decision-makers must start by listening to children and young people and including them in decision-making. It is they, especially girls; children facing poverty, exclusion, or violence; those with disabilities; children affected or displaced by a humanitarian crisis; and children without parental care, who will live with the impact of this pandemic for decades to come. UNICEF calls for global action to:

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1.    Ensure all children learn, including by closing the digital divide

At their peak, nationwide school closures disrupted the learning of 91 per cent of students worldwide. Marginalized children suffer the heaviest burden: some 463 million young people were not able to access remote learning during school shutdowns. What’s more, previous shutdowns demonstrate that children who are out of school for extended periods, especially girls, are less likely to return.

UNICEF asks governments and partners to:

  1. Prioritize the reopening of schools: Take all measures possible to reopen schools safely and keep them open.

  2. Increase education funding and ensure equal access to quality, violence-free education so every child learns. This will require a focus on the most marginalized children, including girls, children under attack and on the move, children with disabilities, and children living in rural communities or without access to the internet.

  3. Close the digital divide by connecting all children and young people to the internet by 2030 and reaching 3.5 billion children and young people with safe, quality, accessible and equitable online learning.

  4. Protect schools and places of learning from attack, and hold perpetrators of these attacks to account.

2.    Guarantee access to health and nutrition services and make vaccines affordable and available to every child

A child survival crisis looms, with the children at greatest risk of hunger and disease now seeing their already-fragile health and food systems buckle under the strain of COVID-19. A fragmented and inequitable response to both treating and vaccinating against COVID-19 only risks prolonging the pandemic.

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UNICEF asks governments and partners to:

  1. Urgently ensure the continuity of key health and nutrition services for children and young people – especially routine immunization, prioritizing the hardest to reach.

  2. Unite to fight the spread of misinformation and build back confidence in routine immunization.

  3. Collect gender-, age- and disability-disaggregated data on children and young people, including for those who have contracted COVID-19, and invest in research to better understand its impact on their health and well-being. 

  4. Ensure every child and young person has equal and affordable access – regardless of where they live – to COVID-19 diagnostics, therapeutics and vaccines as part of a comprehensive package of essential care.

  5. Ensure any new funding expands access to other essential health services for children and young people, including by training and supporting health-care workers.

3.    Support and protect the mental health of children and young people and bring an end to abuse, gender-based violence, and neglect in childhood

The world is waking up to the extent – and lasting impacts – of child abuse and neglect. But the COVID-19 crisis has only exacerbated violence, exploitation, and abuse as children are cut off from key support services while simultaneously suffering the additional stress placed on families in turmoil. Girls are particularly vulnerable, with child marriage and adolescent pregnancy already on the rise.

UNICEF asks governments and partners to: 

  1. Integrate sustainable child mental health and psychosocial support funding in all global humanitarian responses and commit to increased multi-year funding to better meet the protection needs of children in crisis.

  2. Prioritize the prevention of and response to gender-based violence in global humanitarian action, increasing funding for gender-specific interventions.

  3. Invest in gender-sensitive mental health and psychosocial support for children, young people and their caregivers:

    1. Provide parenting support to all those who need it and strengthen child helplines and other child-focused reporting mechanisms.  

    2. Designate formal and informal social service workers and services – including for gender-based violence, child protection, and sexual and reproductive health services – as essential. 

    3. Invest in gender-sensitive mental health and psychosocial support services for children, adolescents and their caregivers, including through schools, social services and communities.

4.    Increase access to clean water, sanitation and hygiene and address environmental degradation and climate change

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COVID-19 may not have been directly caused by climate change, but there are strong linkages pointing to environmental degradation as a common underlying risk factor. Unreliable access to safe water due to changes in climate also limits people’s ability to practise life-saving hygiene measures like handwashing. Our vulnerability to this pandemic has only underscored the risk of not taking immediate action to protect against environmental degradation and climate change.

UNICEF asks governments and partners to: 

  1. Guarantee universal access to clean water and handwashing for children and families through national policies, private sector cooperation, community engagement and behaviour-change initiatives. 

  2. Invest in climate-resilient water, sanitation and hygiene (WASH) services in homes, schools, hospitals and public spaces to make communities better prepared for future pandemics and other shocks.

  3. Integrate child rights into key national climate change and adaptation strategies, policies and planning documents, including the Nationally Determined Contributions (NDCs) and National Adaptation Plans (NAPs), as well as COVID-19 response and recovery plans and budgets.

  4. Continue to pursue, implement and monitor climate and environmentally focused targets outlined in the Sustainable Development Goals and the Paris Agreement. 

  5. Teach children and young people about climate change, the environment and responsible and sustainable consumption and production.

5.    Reverse the rise in child poverty and ensure an inclusive recovery for all

The economic crisis caused by COVID-19 threatens to hit children the hardest, with the number of children living below their national poverty lines expected to soar by 140 million by the end of the year. Economic crises are often followed by cuts to government spending, including on programmes for children. If the world repeats this pattern in the wake of COVID-19, poverty and deprivation among children will continue to rise, even after the immediate crisis has waned. An inclusive recovery plan is imperative to prevent countless more children from reaching levels of poverty unseen for many years.

UNICEF asks governments to: 

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Marshal global resources to ensure an inclusive, gender-sensitive recovery, and support national fiscal responses that prioritize children and their families:

  • Maintain or increase overseas aid commitments, identifying context-specific new financing options and direct funding to those countries most affected and least able to take on new lending.
  • Act on debt relief, including extending current debt service suspension to middle-income countries. Ensure coordinated action covering all creditors to restructure and, where necessary, reduce debt.
  • Include investment in key services for children and young people as part of domestic stimulus packages and ring-fence existing spending on the most vulnerable children.

Expand resilient social protection programmes for the most vulnerable children and their families, including cash transfers for every child and child-friendly services like affordable, quality childcare. 

6.    Redouble efforts to protect and support children and their families living through conflict, disaster and displacement

Even before the pandemic, 2020 was set to see more people than ever in need of humanitarian assistance. COVID-19 has compounded the vulnerabilities of migrant, displaced, and refugee children, as well as those living in crisis-affected countries. And whether the result of active conflict or new pandemic restrictions, it is becoming harder to reach the most vulnerable children with essential and life-saving services. COVID-19 must not become an excuse to divert attention from these children.

UNICEF asks governments to: 

  1. Increase and maintain funding for emergencies to prevent multiple, catastrophic and protracted crises and to save children’s lives, alleviate their suffering and preserve their dignity. In all humanitarian responses, prioritize child rights and child protection, in line with the Core Commitments for Children.

  2. Ensure immediate and unimpeded humanitarian access. 

  3. End attacks on children and on civilian infrastructure critical for their survival, such as water, sanitation, and health-care facilities and personnel. Hold the perpetrators of these attacks to account.

  4. Include internally displaced, refugee and migrant children in national systems, policies and plans – starting with COVID-19 recovery and response efforts.

  5. Fight the virus, not each other. Implement and uphold the United Nations Secretary-General’s call for a global ceasefire.

What is UNICEF doing to support children during COVID-19? 

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Our response to the coronavirus disease must reimagine a world fit for every child. History has shown that UNICEF, together with partners, has the experience and reach to improve the lives of millions of children and their families. We were there for the post-World War II refugee crisis – and have responded to every natural disaster, armed conflict, famine and disease since.   

And we are here now, in 192 countries and territories, working with communities, governments and partners to slow the spread of COVID-19 and minimize the social and economic impacts on children and their families. We are:

  1. Working with governments, authorities and global health partners to ensure vital supplies and protective equipment reach the most vulnerable communities. 

  2. Prioritizing the delivery of life-saving medicines, nutrition and vaccines, and working closely with governments and logistics networks to mitigate the impact of travel restrictions on the delivery of these supplies – including by supporting the COVAX initiative and preparing for a COVID-19 vaccine.

  3. Working with partners to urgently distribute water, sanitation and hygiene facilities to the most vulnerable communities. 

  4. Ensuring the continuity of key health and nutrition services – including routine immunization – focusing on the most vulnerable children.

  5. Distributing vital public health messaging and advice to slow the transmission of the virus and minimize mortality. 

  6. Supporting governments to prioritize schools in their reopening plans and take all possible measures to reopen safely. 

  7. Providing advice and support to parents, caregivers and educators to support home and remote learning, where schools remain closed, and working with partners to design innovative education solutions. 

  8. Working with partners to bridge the digital divide and bring internet connectivity to 3.5 billion children and young people by 2030. 

  9. Providing guidance to employers on how best to support working parents, and designing new social protection solutions that ensure the poorest households can access critical funding. 

  10. Providing peer-to-peer learning and information sharing between children, adolescents and young people to support their mental health and combat stigma, xenophobia and discrimination. 

  11. Working with governments, authorities and other partners to ensure child rights and child protection measures are embedded in the immediate COVID-19 response and longer-term recovery planning.

  12. Stepping up the work with refugee and migrant children and those affected by conflict to ensure they are protected from COVID-19. 

  13. Supporting meaningful child participation in the development and implementation of programmes responding to COVID-19.

This article was first published on UNICEF.org

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1 in 6 School-Age Children Face Cyberbullying: Calls for Immediate Action

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the concept of cyberbullying students as revealed in a study by WHO
The image is generated using AI

On 27th March 2024, WHO/Europe unveiled the second volume of the Health Behaviour in School-aged Children (HBSC) study, casting light on a growing concern in our digital age: cyberbullying. This comprehensive research, spanning 44 countries and regions, reveals some unsettling statistics – one in six school-aged children experiences cyberbullying, an issue magnified by the increasing digitalization of youth interactions.

Despite the stable overall trends in school bullying since 2018, the report highlights a notable rise in cyberbullying, underpinning the profound impact it has on young lives. The figures speak volumes: 12% of adolescents report cyberbullying others, with boys (14%) more inclined than girls (9%). This marks a worrying increase from previous years. Moreover, the experience of being cyberbullied has risen to 15% among adolescents, closely aligned between boys (15%) and girls (16%).

These statistics are alarming, not least because they often go unnoticed in schools. The invisible nature of cyberbullying means children suffer in silence, unable to voice their distress. In the Indian context, bullying – both offline and online – remains a pervasive issue, exacerbated by cultural and systemic barriers that discourage open discussion and resolution.

The advent of AI and deepfakes technology poses an even greater threat, making it easier to create and spread harmful content, potentially leading to an immense increase in cyberbullying incidents. This technological evolution, while offering myriad benefits, also amplifies the avenues for harassers to exploit, making it increasingly challenging to protect young people online.

Dr Joanna Inchley, HBSC study International Coordinator, emphasizes the dual nature of the digital world. “It offers incredible opportunities for learning and connecting but also amplifies challenges like cyberbullying,” she notes. This dichotomy necessitates comprehensive strategies to safeguard young people’s mental and emotional well-being, urging governments, schools, and families to collaborate in addressing online risks and ensuring adolescents have safe and supportive environments to flourish.

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Dr Hans Henri P. Kluge, WHO Regional Director for Europe, frames this as both a health and human rights issue. “With young people spending up to 6 hours online every single day, even small changes in the rates of bullying and violence can have profound implications for the health and well-being of thousands,” he states. This underscores the urgent need for action to protect our children from violence and harm, both offline and online.

In response, WHO/Europe has recently published its first-ever position paper on protecting children from online harms. This groundbreaking document aims to support governments in formulating consistent requests to technology companies, with the overarching goal of securing healthy online environments for children to thrive.

The HBSC study’s findings underscore the complexity of adolescent bullying and peer violence, highlighting the crucial role societal, cultural, and technological factors play. By providing a detailed overview of current trends and challenges, the report offers valuable guidance for stakeholders at all levels in their efforts to improve the health and well-being of young people across Europe, Central Asia, and Canada.

Investing in evidence-based interventions to combat bullying and peer violence is not just about supporting adolescent well-being; it offers broader societal benefits. From reducing healthcare costs associated with mental health issues to improving educational outcomes, the stakes couldn’t be higher.

As we delve deeper into the digital age, the need for fast, comprehensive, and evidence-based interventions has never been more critical. Cultivating empathy, respect, and resilience among adolescents is paramount in creating a safer, more inclusive digital landscape. The time to act is now, ensuring every young person can thrive in an environment that promotes their health and development.

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GD Goenka Group To Establish 12 New Schools from April 2024

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The GD Goenka Group has officially announced the launch of 12 new partner K12 schools across India, set to open in April 2024. This significant expansion underscores the group’s dedication to delivering quality education and promoting holistic development among students.

“The new schools aim to cater to the growing demand for high-quality education while bringing GD Goenka’s renowned curriculum and teaching methodologies to more communities across the country. These exceptional campuses are equipped with modern facilities and amenities to enrich students’ learning environment,” stated Mr. Nipun Goenka, Managing Director of GD Goenka Group.

The introduction of these schools is a strategic move by the GD Goenka Group to build a comprehensive network of educational institutions that excel in academic achievements and focus on nurturing individuals who are well-prepared to meet the challenges of Industry 4.0. The group’s presence will now extend to over 130 schools Pan-India, covering 20 states.

Mr. Gaurav Himkar, Group CEO, expressed his excitement about the expansion, remarking, “The opening of these 12 new schools reflects our dedication to building a larger pool of mutual benefits for GD Goenka partner schools by being a member of a pan-India GD Goenka ecosystem.”

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These new institutions are poised to offer a diverse range of academic opportunities, specifically designed to meet the educational needs of students from various backgrounds and regions across the country.

Further details on the expansion were provided by Mr. Vipin Jha, Director of Partnerships, who noted, “A lot of new generation entrepreneurs reach out to us for partnership and have built world-standard school setups in the past couple of years. We have a steady pipeline of such new schools at least until the end of this decade.”

Mrs. Bharati Sharma, Director of Partnership Engagement, added, “The opening of these 12 schools underscores our commitment to expanding access to quality education. By providing state-of-the-art facilities and innovative learning environments, we aim to inspire and empower the next generation of leaders, thinkers, and innovators.”

This expansion by the GD Goenka Group is a pivotal step towards realising the vision of the institution in ensuring every child in the nation has access to quality education, setting the stage for a brighter and more prosperous future for the upcoming generations.

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India-Bhutan Strengthen Ties: Focus on STEM Education

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Image Source- ANI

In a significant move to deepen bilateral relations, India and Bhutan have announced plans to expand their partnership in the education sector, particularly focusing on enhancing STEM (Science, Technology, Engineering, and Mathematics) pedagogy in Bhutan with the support of Indian educators. The decision comes in the wake of the Bhutanese Prime Minister, Tshering Tobgay’s recent visit to India, accompanied by his wife Tashi Doma, from March 14-18, marking his first international trip since taking office in January 2024.

According to a joint statement released by the two nations, the visit aimed at bolstering the already vibrant people-to-people relations, with education at the forefront of their collaboration. The initiative reflects a shared vision to strengthen the foundation of mutual understanding and cooperation in various sectors, including digital technology, startups, and STEM education.

Furthermore, the two countries have committed to enhancing collaboration in new and emerging fields such as digital technology and startups, alongside a continued focus on sports infrastructure development in Bhutan, a gesture appreciated by the Bhutanese side.

In addition, the partnership extends into space technology, with both nations acknowledging the fruitful collaboration in this domain. Recent initiatives, like the technical capacity-building programme on remote sensing technology organised by the Indian Space Research Organisation (ISRO) for the Royal Government of Bhutan, underscore the strategic and cooperative relationship between the countries. They also celebrated the formulation of a Joint Plan of Action on Space Cooperation, signifying a new chapter in their bilateral ties.

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This enhanced collaboration marks a milestone in the Indo-Bhutanese relationship, paving the way for a future of shared growth and prosperity in the education and technology sectors.

(with inputs from ANI)

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Jharkhand Introduces Innovative Schemes to Support Higher Education Aspirants

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In a significant development for students in Jharkhand, Chief Minister Champai Soren has launched two key initiatives aimed at bolstering access to higher education. During a ceremony at Ranchi’s Tana Bhagat Stadium, the Chief Minister unveiled the Guruji Student Credit Card and the Manki Munda Scholarship schemes, designed to alleviate financial barriers faced by students aspiring for higher education.

The Guruji Student Credit Card scheme is set to provide collateral-free education loans up to Rs 15 lakh at a nominal interest rate of 4 per cent. Notably, the repayment period commences one year after the completion of the course, with the state government serving as a guarantor. This initiative is expected to significantly ease the financial strain on students pursuing higher studies.

Parallelly, the Manki Munda Scholarship scheme focuses on empowering female students to venture into technical education fields. Beneficiaries pursuing diploma courses will receive Rs 15,000 annually, whereas those enrolled in engineering programs are entitled to Rs 30,000 per year. This initiative underscores the state’s commitment to gender inclusivity in technical education domains.

The launch event saw an enthusiastic response, with about 1,200 registrations for the Guruji Student Credit Card and 800 for the Manki Munda Scholarship scheme. In a symbolic gesture, Chief Minister Soren personally awarded credit cards and scholarships to two students from each scheme, reaffirming the government’s dedication to enhancing educational opportunities for Jharkhand’s youth.

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Chief Minister Soren emphasised the transformative impact of higher education on the lives of labourers’ and farmers’ children, envisioning it as a cornerstone for Jharkhand’s development. He also highlighted the Mukhyamantri Shiksha Protsahan Yojna, which provides a Rs 2,500 monthly stipend to support students’ coaching expenses, further ensuring that financial constraints do not impede educational aspirations.

In his closing remarks, the Chief Minister underscored the indispensable role of education in achieving development at familial, societal, and state levels. He inaugurated a new 3D theatre at Ranchi’s regional science centre, signalling the government’s commitment to fostering an environment of education and innovation.

These initiatives represent a leap forward in Jharkhand’s education sector, promising to make higher education more accessible and equitable. With these schemes, the state sets a precedent in supporting students to overcome financial barriers and pursue their academic and professional goals.

(With inputs from PTI)

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Ministry of Women and Child Development Unveils National Curriculum Framework for Early Childhood Care and Education

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Marking a new chapter in India’s approach to early childhood education, the Ministry of Women and Child Development has unveiled the launch of two pioneering initiatives. These include a National Curriculum for Early Childhood Care and Education for children aged three to six years and a National Framework for Early Childhood Stimulation for infants from birth to three years. This move is set against the backdrop of the National Education Policy 2020, underlining India’s commitment to nurturing the potential of its youngest citizens during the crucial early years when 85% of brain development occurs.

The initiatives aim to fortify India’s ECCE landscape through comprehensive childcare support, encapsulating educational resources, nutritional support, and activities for holistic development. This is further supported by the Ministry’s empowerment and support schemes for mothers and children under six years through Mission Saksham Anganwadi and Poshan 2.0, alongside the Palna and Pradhan Mantri Matru Vandana Yojana (PMMVY) under Mission Shakti.

Currently, the Ministry operates 13.9 lakh Anganwadi Centres nationwide, serving over 8 crore children under the age of six. The new curriculum for three to six-year-olds aligns with the National Curriculum Framework for Foundational Stage 2022, covering a range of developmental domains and emphasizing competency-based lesson plans and activities. It introduces a structured weekly calendar for a year-round active learning experience, featuring a blend of in-centre and at-home, indoor and outdoor, as well as child-led and educator-led activities. The curriculum also includes robust assessment tools and special focus on the inclusion of Divyang (differently-abled) children.

For infants from birth to three years, the National Framework for Early Childhood Stimulation aims to empower caregivers and Anganwadi Workers with knowledge and activities for optimal physical and brain development. It builds on the Nurturing Care Framework principles, focusing on responsive caregiving, early learning opportunities, and the crucial role of ‘serve and return’ interactions in child development.

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The curriculum and framework have been developed by the National Institute for Public Cooperation and Child Development (NIPCCD), incorporating feedback from Anganwadi Workers to ensure flexibility and effectiveness. NIPCCD will spearhead the training of Anganwadi functionaries on the new initiatives, with provisions also to be integrated into the Poshan Tracker for enhanced tracking and support.

By reimagining the landscape of early childhood education in India, these new initiatives promise to transform Anganwadi Centres into vibrant hubs of learning and development, ensuring that the nation’s children have the best possible start in life.

Source- PIB

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Shri Dharmendra Pradhan launches various initiatives in School and Teacher Education

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Union Minister of Education and Skill Development & Entrepreneurship, Shri Dharmendra Pradhan, launched various initiatives in School and Teacher Education, developed by the Department of School Education & Literacy (DoSEL), Ministry of Education,  at Kaushal Bhawan, New Delhi last Saturday. These initiatives are aimed at bolstering the implementation of the National Education Policy (NEP) 2020, making education more inclusive, innovative, and equitable.

Among the dignitaries present were Shri Sanjay Kumar, Secretary, DoSEL; Shri Anandrao Patil, Additional Secretary, DoSEL; Ms. Prachi Pandey, Joint Secretary, Institutions & Training, DoSEL; and other senior officials from the Ministry of Education, NCTE, and NCERT. Shri Pradhan launched significant projects including the National Mission for Mentoring (NMM), National Professional Standards for Teachers (NPST), 52 Primers in Indian languages, and an array of digital and broadcast educational resources.

Shri Pradhan highlighted the initiatives as critical steps towards realising a developed India by 2047, focusing on the NEP 2020’s grassroots implementation. The launch of DIETs of Excellence, NPST, NMM, 52 Primers of NCERT, National Vidya Samiksha Kendra, and 200 TV Channels is envisioned to transform school education, making it more accessible and fostering a new era of civilizational renaissance through education in Indian languages.

The NMM (National Mission for Mentoring), with its digital platform, aims to enrich teachers’ professional growth through quality mentoring from experienced professionals, addressing the diverse needs of learners. The NPST (National Professional Standards for Teachers) focuses on elevating teachers’ personal and professional development, ensuring high-quality teaching across all levels of school education. The guiding document for NPST will be translated into 22 scheduled languages, Braille, and Audiobooks for widespread accessibility.

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The 52 Primers in Indian languages are set to revolutionize early childhood care and education by providing access to education in mother tongues, thus enhancing understanding and grounding in indigenous culture. Shri Pradhan emphasized the transformative power of learning in one’s native language.

Further enriching the educational framework, the PMeVidya initiative’s launch of 200 DTH TV Channels aims at providing free, quality eContent across various digital platforms, ensuring resilient and coherent access to education. The National Vidya Samiksha Kendra, now integrated with state counterparts, supports research, development, and capacity building, enhancing visibility and actionability across numerous educational programmes.

Additionally, the government has pledged substantial financial support for the physical upgrading of all 613 District Institutes of Education and Training (DIETs) to DIETs of Excellence, marking a significant investment in the future of India’s educational infrastructure.

These comprehensive reforms underscore the government’s dedication to transforming India’s educational system, paving the way for a future where every student has access to quality education and every teacher is equipped with the tools needed for fostering innovation and creativity in the classroom.

Source- PIB 

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Mayo College Girls’ School, Ajmer Welcomes New Principal, Mrs Neeti Bhalla Saini

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Mayo College Girls’ School in Ajmer has recently welcomed Mrs Neeti Bhalla Saini as its new Principal, marking a new chapter in the institution’s storied history. With over 26 years of experience in the educational sector, Mrs Saini brings a depth of knowledge and expertise, particularly in the International Baccalaureate (IB) system. Her prior role as Principal at Satya School was notably marked by the successful integration of the IB curriculum with the Central Board of Secondary Education (CBSE) syllabus, a move aligned with the National Education Policy (NEP)’s guidelines.

An alumnus of the Doon School, Dehradun, Mrs Saini has a rich history of involvement in premier residential schools across northern India, including Genesis Global School and Pathways World School. Her diverse experiences across these institutions have equipped her with a broad perspective on educational innovation and leadership.

Recognized for her visionary leadership in education, Mrs Saini is known for her ability to facilitate meaningful change within school settings. She is committed to empowering school stakeholders at every level, fostering an environment of open communication and support.

ScooNews, extends heartfelt congratulations to Mrs Neeti Bhalla Saini on her appointment as Principal of Mayo College Girls’ School.

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Frontier Technology Labs to Revolutionise School Learning in India, Thanks to AIM, NITI Aayog, and Meta Collaboration

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In a much-awaited move poised to reshape the educational landscape, the Atal Innovation Mission (AIM), NITI Aayog, and Meta have come together to launch Frontier Technology Labs (FTLs) in schools across India. This collaboration aims to democratize access to cutting-edge technologies for students nationwide, fostering an environment of innovation and creativity.

Building on the success of the 10,000 Atal Tinkering Labs (ATLs) established across 722 districts in India, the FTLs represent an advanced evolution, equipped with the latest in technology infrastructure. Students will have the opportunity to delve into the realms of Artificial Intelligence, Augmented & Virtual Reality, Blockchain, Cybersecurity, Robotics, 3D Printing, and the Internet of Things, thereby ensuring they are well-versed in the digital skills crucial for the global economy.

Meta’s commitment to funding these labs, with AIM acting as the knowledge partner, underscores the project’s ambitious vision. Dr. Chintan Vaishnav, Mission Director of AIM, NITI Aayog, highlights the initiative as a crucial step towards harnessing the potential of India’s youth in driving the nation’s technological advancements forward.

The FTLs, part of Meta’s Education to Entrepreneurship initiative launched in September 2023, are designed to serve as innovation hubs. Here, students can engage with immersive technologies through workshops, interactive sessions, and project-based learning. They will have access to Meta’s resources, such as LLaMA and other AI tools, enabling them to craft innovative solutions to real-world problems.

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Shivnath Thukral, Director and Head of Public Policy India at Meta, expressed excitement over the partnership, emphasising the role of FTLs in providing youth with immersive technological experiences. This initiative not only fosters an ecosystem of innovation, creativity, and problem-solving but also aligns with the government’s agenda on digital inclusion and growth.

The establishment of FTLs is a significant stride towards fulfilling the Atal Innovation Mission’s vision of instilling a culture of innovation and entrepreneurship in schools. Managed by Meta’s partner 1M1B (One Million for One Billion), these labs are set to empower India’s future workforce, readying them for the challenges and opportunities of the future.

Source- PIB

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NCERT Introduces Holistic Report Cards: A New Era in Student Assessment

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Image Source- Envato Elements

In a groundbreaking move set to redefine educational evaluation, the National Council for Educational Research and Training (NCERT) has unveiled the Holistic Progress Card (HPC), a comprehensive assessment system that extends beyond traditional teacher-led evaluations. Unlike before, where only teachers would say how students are doing, this new report card also gets ideas from parents, other students, and even the students themselves.

Developed by PARAKH, NCERT’s standard-setting body, the HPC aims to offer a multi-dimensional view of a student’s development, factoring in not only academic achievements but also cognitive abilities, socio-emotional skills, and creativity. The initiative, aligned with the National Curriculum Framework for School Education (NCFSE) and endorsed by the National Education Policy (NEP) 2020, is designed to foster a learner-centric evaluation environment.

The HPC’s introduction marks a significant shift from end-of-year assessments to a continuous, all-encompassing evaluation process. It not only assesses students’ academic performance but also promotes self-awareness, self-esteem, and mutual learning through peer evaluation. Parents are also engaged in the assessment, offering insights into their child’s performance at home and their ability to balance academic and extracurricular activities.

Following successful pilot studies, NCERT has encouraged states and union territories to adopt or adapt the HPC, with nearly 15 to 16 states and CBSE schools already onboard. The future sees digitisation of student records through the Vidya Samiksha Kendra platform, promising a streamlined and efficient assessment procedure.

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This shift towards a holistic assessment model highlights a significant evolution in educational practices, aiming not just to evaluate, but to understand and support the multi-faceted development of students across India.

Source- India Today

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Dr Anju & Dr. Pascal Chazot Get Highest French Award by the French Government

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In an illustrious ceremony held in Ahmedabad on February 29, 2024, the Mahatma Gandhi International School (MGIS) witnessed a proud moment as its director, Dr Anju Chazot, and founding trustee, Dr Pascal Chazot, were awarded the highest civilian honour by the Government of France. The Honourable Consul General of France in Mumbai, Mr Jean-Marc Séré-Charlet, presented these prestigious awards at the Huteesing Visual Arts Centre, marking a significant recognition of their contributions to education and Indo-French relations.

Dr Anju Chazot was honoured with the Chevalier dans l’Ordre des Palmes Académiques (Knight in the Order of the Academic Palms), an accolade that highlights her distinguished services in academia, culture, and education. This order of knighthood, established by Napoleon in 1806, is the highest civilian honour the French Education Ministry can bestow. Dr Chazot’s work has significantly contributed to promoting Indo-French student exchanges, skill development programmes, and facilitating French business investments in Gujarat and India. Her achievements have been acknowledged not just by France but also through various Indian awards, including the SheRise award by FICCI and the Civil Society Award from the Election Commission of India.

On the other hand, Dr Pascal Chazot received the Médaille d’honneur des Affaires étrangères (President’s Medal) for bravery from the French Ministry for Europe and Foreign Affairs. With over 30 years dedicated to education and international cooperation, Dr Chazot has been instrumental in fostering a culture of Indo-French cultural exchange in Ahmedabad. His extensive experience and contributions to the field have been recognized previously, including his service during the attack in Mumbai, for which he was awarded the President’s Medal of Honour by the Government of France.

Mr Jean-Marc Séré-Charlet lauded the role of Dr Chazot and Dr Anju in strengthening the ties between India and France, especially in the education sector. Their efforts have been pivotal in enhancing people-to-people linkages and collaborations between the two countries.

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Consul General Jean-Marc Sere-Scarlet has expressed enthusiasm for increasing the number of Indian students in France, aiming for a target of 30,000 by 2030. This goal reflects the growing ties between India and France and the French President’s commitment to deepening investments in India. Currently, France hosts four lakh international students, with Indians making up just 7,000 of that number. The Consul General highlighted the importance of building a stronger Indian community in France to foster mutual growth and understanding.

Dr Anju Chazot, holding a doctorate in education from King’s College, London, and specializing in teacher training, is keen on promoting educational exchanges between India and France. She emphasized the opportunities arising from the bilateral agreements between Prime Minister Narendra Modi and French President Emmanuel Macron. Dr Chazot looks forward to a future rich with collaborative efforts in internships, volunteer work, and education, benefiting both countries in various sectors including business, technology, and educational practices. She expressed optimism for an increased French presence in Gujarat and vice versa, marking a promising era of Indo-French cooperation.

ScooNews congratulates Dr Anju Chazot and Dr Pascal Chazot on their remarkable achievements and takes pride in their participation as master trainers in the latest masterclass format event, The Rising Leaders Summit 2024, held in February at IIT Gandhinagar. Their work exemplifies the power of education in bridging cultures and fostering global understanding, embodying the spirit of excellence and innovation that ScooNews champions.

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