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Peers and colleagues share insights into the educational legend

Peers and colleagues share insights into the educational legend

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Leader Without Frontiers

Mabel Quiroga, Researcher, Buenos Aires, Argentina

“I became acquainted with Dr Mitra’s work more than twelve years ago towards the end of the Hole in the Wall experiments stage. In the year 2005, he travelled for the first time from India to Latin America, on that occasion to my country Argentina, for a keynote at an English teachers’ National Conference. It was his first of many travels to Latin America and Spanish speaking countries, an area of the world where his ideas caught on – probably more than anywhere else in the world – and where he developed over the years into an undiscussed educational leader.

The TED prize in 2013 has probably contributed to the dissemination of his ideas and the SOLE approach around the world but I don’t think that is the only explaining factor: people all over the world are willing to try his method and particularly so in Latin America. As a result, there is SOLE Argentina, SOLE Chile, SOLE Uruguay, SOLE Perú, SOLE Colombia, SOLE Mexico, all buzzing SOLE chapters, vibrant communities who advocate for a better education for children in this part of the world.

“Dr Mitra’s ideas have always been provocative and questioning of the status quo; perhaps that is why they are extremely motivating and engaging for all those teachers and educators who are unhappy about their education systems and practices. One important difference with many other international speakers and something that really caught my attention (and I am convinced that of many other educationists and practitioners) is that he always substantiates his claims with hard data and accumulated evidence from world-wide research projects.“Mitra’s love for children, his own curiosity about learning, his enormous capacity for communicating very complex ideas and his inexhaustible capacity to experiment and look at things from a different perspective have got him and us, his community of dedicated followers, where we are today: more hopeful that education can be changed for the better, that students and teachers can have fun while learning and that we are all getting better prepared to face an uncertain future.
“It has been a wonderful ride in the past decade in which Mitra touched the lives of quite a few educators who in turn prepare themselves to touch the lives and learning experiences of the children around. The years ahead look as promising as the road travelled so far and we can only wish there were many other figures like Dr Mitra fighting for children's educational rights around the world. In the meantime, we are happy to connect across the globe and help him and ourselves take his legacy forward.”

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Real Educational Emancipation

James Tooley, Professor of Education Policy, Newcastle University

“Sugata Mitra is one of the world’s best loved educators. His ideas have huge impact and influence – not least on his students at Newcastle University, where I work alongside him as a devoted colleague. His concept of Self-Organized Learning Environments, or SOLEs, is truly important. Mitra defines a ‘self-organising system’ as consisting of “a set of entities that exhibit an emerging global system behaviour via local interactions without centralised control’.

“Mitra’s insight into the importance of self-organization in education can be extended to think what education would be like without any centralized government control or planning. Importantly, we have some historical insights into what did happen without government intervention, by looking at the history of education without the state.

“For instance, in 19th century England & Wales, before government got involved from 1870, private schools emerged spontaneously, that is, in a self-organized fashion. A government report of 1861, the Newcastle Commission report, showed that 95.5% of children in England & Wales were already in school for an average of 5.7 years, well before the state made its major intervention (see West, 1994, Tooley, 2008). They were in schools provided by philanthropy and churches, but a large proportion were in “dame schools”, what today we would call “low-cost private schools”. All were private schools paid for by parent fees. They taught a curriculum that wasn’t prescribed by the state – with a heavy emphasis on literacy and numeracy and a disciplined approach to learning – and had learning methods which also emerged spontaneously without any state intervention.

“But it wasn’t just in England that such low-cost private schools emerged. As I recount in my book The Beautiful Tree, the same was true in India, before the British got involved in education. Mahatma Gandhi, at Chatham House, London, October 20, 1931 wrote:

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‘I say without fear of my figures being challenged successfully, that today India is more illiterate than it was fifty or a hundred years ago, and so is Burma, because the British administrators, when they came to India, instead of taking hold of things as they were, began to root them out. They scratched the soil and began to look at the root, and left the root like that, and the beautiful tree perished….’

“The “beautiful tree” he described was a quiet revolution of private education that was existing before the British got involved. Indeed British evidence itself showed that, from Madras to Bengal, from Bombay to the Punjab, there was a vibrant indigenous education system serving as high a proportion of children at least as in other European countries, including England, just a few years earlier. In India, there were schools in almost every village before the British replaced them with the system that provided the foundations for today’s government system.

“These are genuine, historical example of self-organized learning environments emerging. They emerged through a spontaneous order of the people acting in their own perceived best interests, exactly what Sugata Mitra describes.

“But then the state took all this over. The genuinely self-organized learning environment, was taken over by governments which imposed structures and curricula, which was then “set in stone”, stultifying it, so that it becomes very hard to change and improve – something with which Mitra concurs: ‘Curricula around the world remained static: they assumed a top-down, hierarchical, predictable, and controllable world that progresses slowly.’ (p. 549).

“So the key question is: what would emerge as a self-organized learning environment in the 21st century? Presumably it would not be the same as that which emerged in the 19th century. The self-organized learning environment of that time, viz., schools of various shapes and sizes, might not be the appropriate self-organised learning environment of the 21st century. But the key is, we don’t know what genuinely self-organized learning environments would be like in the 21st century, because all over the world “centralised control” – for Mitra the anathema of self-organized learning – has power over education. Governments (i.e., centralized control) have power over the provision and funding of education, and impose curricular and assessment frameworks on schools. To really take Sugata’s ideas forward we need to reclaim education from government, to see real educational emancipation. Centralized planning doesn’t deliver what is desirable, self-organized learning can do.”

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His one overriding quality – curiosity

Dr Suneeta Kulkarni, Director – The Granny Cloud

“Where and how does one begin to describe Sugata? Unendingly complex… Just as one begins to feel that one understands him, his charm, and his motivations, another layer peels off… unveiling another facet of his personality. Yet there is one overriding quality – curiosity. A sense of wonder about everything that crosses his path [and even that which doesn’t!]. In the process he thinks and acts in unconventional ways, many of which can be highly frustrating and even incomprehensible.

“I have watched him through many, many decades. Long before his ideas began to impact different fields and professionals. Not all his ideas are palatable to the world at large. Yet they warrant close examination, separate from whatever disagreements one may have with him. Because several of these ideas hold the seed to potentially viable and far-reaching impact, particularly in the field of children’s education. I will stick to just one of these – The Granny Cloud.

“It was in the midst of the OGEF Project of Newcastle University in Hyderabad in 2008-2009 that The Granny Cloud would take shape in what we then referred to as the SOME (Self Organized Mediation Environments).
“Started with the relatively focused goal of enabling children in disadvantaged settings to learn English through their interaction with native English speakers (the Grannies), the initiative developed in its own self-organised way and through the past 9 years has developed into an entirely independent, self-funded and still completely voluntary group with its own website (www.thegrannycloud.org) operating in a couple of School in the Cloud labs and also in many other independent locations across rural and urban slum areas. The goals include not just learning a language, but developing search and independent thinking skills, developing confidence, collaboration and other social skills, providing an exposure to different cultures and lifestyles, with a healthy dose of fun thrown in to ensure that learning becomes a way of life.

“Even as the Granny Cloud goes its own way, it chooses to retain its focus on vulnerable, disadvantaged and remote settings. Yet this does not negate the fact that the approach can be easily adapted to (and be meaningful) even in settings where every resource under the sun is available. Possibly, one of the biggest challenges is to scale up The Granny Cloud so it can reach vast numbers of children in India and elsewhere in the world where they are truly needed.
“Working with a relatively small group of volunteers in a relatively small number of locations is hard enough. Ensuring stable and adequate internet connectivity is just one essential to make this approach work. Many other setting characteristics feed into actual ‘success’ on the ground. But trying to reach millions of children requires governments stepping in without losing the essence of the approach.”

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A Caring Genius

Rohan Wadhwa, Associate [Education Sector], Oliver Wyman

“Who would think of putting a computer in the wall of a slum in India in 1999? Who would think to have Grannies skype in from all around the world to help support the most impoverished students? Who would think to have students try their hand at some of the world’s biggest questions? The answer: someone who is both ingenious and caring. These are the two traits that most distinctively come to mind when I think of Dr Sugata Mitra.

“Dr Sugata Mitra is ingenious. At his roots, he is a physics researcher. Such a background provides a refreshing perspective to the world of education and one which is able to flip the conventional thinking that is so rooted in the system. Working with him, I have been able to notice how he takes the same researcher approach to education. He is constantly reading, hypothesising, and experimenting with new approaches. These new approaches have led to the most notable Hole in the Wall experiment, but also further refinement including the idea of ‘Grannies’ to support learners, and ‘Big Questions’ to motivate a Socratic-like way of getting students to work together. He even more recently has toyed with ideas to challenge the conventional way of conducting assessments by bringing to the table such radical ideas as having bots help with grading or running dynamic MRI scans to more objectively measure progress. The exponential effect of such a dramatic thinker is evidenced by what has now grown into the self-organized learning environment (SOLE) movement globally.

“Dr Sugata Mitra is also caring. It’s one thing to be creative, but it’s another to be kind. Sugata does not propose changes, because he wants to create a stir. Instead, he does so because he listens to what students are saying. His most favoured moments are spent in classrooms listening to children. In fact, in his humble home in the UK, he can often be found talking to neighbourhood children. Students want more agency in the classroom and have the ability to perform at incredible levels when given the type of agency a self-organized learning environment like the one Sugata advocates for can afford. Not only is Sugata caring among children, he is also caring towards the people he works with. That doesn’t necessarily mean he will say what you want to hear. Much like his proposed ideas for improving education, he will be the true friend that provides genuine advice and feedback. He will be there when you need him and tell you the truth when you need to hear it. It’s a large reason why he has garnered so much loyalty among so many educators, parents, students, and others around the world.

“Thank you for your ingenuity and care, Dr Sugata Mitra.”

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Small Steps, Big Change

Ashis Biswas, Managing Director, eSkillport HR Services Pvt Ltd

“It was a great opportunity to be associated with Dr Sugata’s activities since 2007. We from eSkillport HR Services Pvt Ltd have worked for his projects at Hyderabad and Shirgaon (a village at Sindhudurg District, Maharashtra). We always showed keen interest in his unique method of learning. We were very happy to know that in February 2013, he received the prestigious TED Award. He wanted to donate all his award money for his dream project, SOLE (Self Organized Learning Environment). Newcastle University floated a global tender to execute his project in India and in the U.K. We were selected to execute the project in India.

“We opened our first School in the Cloud at a very remote place near Sundarbans, West Bengal on March 9, 2014. Then we kept on adding four such schools in India at different places. Children loved the method of learning. This unique teacherless method of learning is now gaining popularity, not at a fast pace though. It is difficult to replace age-old methods of teaching, evaluating and awarding certificates.

We, along with Sugata, are working hard to spread this method which children certainly love. We are now approaching corporates to use their CSR funds and build such schools. So far we got good responses and added two such schools for underprivileged children in Gurugram. One more is coming up shortly at Noida. We are looking forward to such assistance from corporates and setting up Schools in the Cloud in different parts of India.

“Who knows, this small step towards changing the learning environment would bring a big change in our education system?”

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Visionary, Legend & Black Coffee Lover

Ritu Dangwal, Associate, Roundglass H20 Pvt Ltd

“It’s hard to define a person like Prof Mitra in few words. Simply put Prof Mitra is ‘larger than life'.

“This will be a pretty emotional description for me and intense at the same time. I have known Prof Mitra for over two decades. And, he is still an enigma to me. I will take the liberty of calling him Doc. We in CRCS, ie. Centre for Research in Cognitive Systems, the then research wing of NIIT Ltd, address him as Doc. It sounds less intimidating and warmer.

“Let me go back in time… I was working in National Open Schooling, as a researcher under Prof Mitra's wife, Dr Sushmita Mitra. One day, I landed up at their house in Green Park Extn. He, as usual, was sprawled on his big bed, looking pensive and majestic, smoking his pipe. He looked at me as a matter of fact, with no expressions and asked me what the hell I was doing in NIOS. He asked me join him in NIIT Ltd. And, before I knew it, I was there.

“He put me onto an assignment of which I had no clue and I was supposed to deliver by 'figuring it out'. I have come to realise that his favourite line is… 'Figure it out'. Yes, it can be very frustrating for an adult who is so used to getting instructions to complete a task. We all are practically anal about it, I guess because we love to control things, and also because most of us are not equipped to live in chaos. We are much more comfortable living in the zone of complacency.

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“I have never related to him as a boss. To me, he has always been a mentor, a guide. A friend, who is wise and practical and equally perceptive. I hated travelling and I guess ever since I have known him, I have been traveling non-stop.

“Doc is someone who allows you to do what you want, with minimal instruction and he has always looked at the positive side of things and people. I have rarely ever seen him get mad, angry or upset. I have yet to see him get excited or agitated about things or people.

“Trust you me, it's darn difficult to talk about Doc in this manner… To me, he is a visionary, a legend, who has answers to everything under the sun. And, if he doesn't, he has no qualms about saying 'I don’t know', when all of us, including me, are struggling to look intelligent and give an answer!

His love for children is completely out of the blue. He travels like crazy. Relentlessly saying the same thing over and over again. I have asked him this question umpteen times… 'Doc, don’t you ever get tired?’….and he looks at me and smiles…and his response is 'Who else will do it?'

“He sits on the balcony apparently looking lost, smoking and drinking his black coffee and you think he is gazing around. Don’t get fooled for Doc is thinking… he is thinking maybe about how to bring internet into a remote village in Calcutta or maybe, what measure to use for the children or how trees are connected…
“Nobody, I mean nobody, can decipher what is going on in Doc's mind.

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“He has changed my life… my complete perception about education and children. Every time that I have interacted with him, in person or over mail or telephone, I have only learnt. When he talks of things like Self Organising Learning Environments, it's not that he is talking abstractly; he actually practices what he says.

“Hole in the Wall, School in the Cloud, SOLE labs …all of these have germinated because he lives his life that way. Because he can live no other way!

He is as young as a one-year-old child and as old as you can possibly think.

“He loves his black coffee, he loves his fried egg, he loves mutton and Kenny Rogers and Kris Kristofferson. He loves to cook exotic dishes, loves his Vodka and loves his kurta-pyjama, his bed and yes, he loves Sigmund Freud.

“He is an avid reader …loves science fiction, can recite Rabindranath Tagore or Shakespeare or can chant the shiv stotra or sing ‘Ladies of Calcutta’…try googling that!
“I can keep talking about Doc non-stop…jumping from one thought to the next because there is too much that I can say.

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To me, Doc has changed, shaped my life and given me a reason to live…to think…to believe…just like he has touched the lives of innumerable people! He is a simple man with a large heart and an enigmatic soul!

“Love you Doc and I hope I can carry your dreams forward alongside you.”

This story was published in ScooNews April 2018 special issue dedicated to Prof. Sugata Mitra and his work.

All images used for representational purposes only and are the copyright of their respective owners.

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Education

Lessons Beyond a Cricket Pitch: An IPL-Inspired School Curriculum

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“As we tune into the electrifying atmosphere of the Indian Premier League, where the clash of willow against leather sends pulses racing, we’re not just spectators of a thrilling spectacle. We’re witnesses to a living, breathing classroom where science dances with agility, leadership commands the play, and economics paints the bigger picture. Today, let’s embark on a journey beyond the boundary ropes, exploring how the IPL isn’t merely a cricket tournament but a dynamic, fun-filled educational odyssey.”

The Science Behind the Ball and Bat

At the heart of cricket lies a ballet of physics, each ball bowled a lesson in motion, energy, and force. The journey of a cricket ball, from the bowler’s hand to the bat, is a vivid demonstration of aerodynamics in action. Factors like air resistance, spin, and the Magnus effect collaborate to dictate the ball’s trajectory. A spinner’s delivery, curving through the air, isn’t just a challenge for the batsman but a practical example of physics. The materials of the game, especially the cricket bat made from willow, offer insights into material science, chosen for their capacity to absorb the shock of the ball’s impact and minimize damage to the hands.

The biomechanics of players, whether it’s a batsman executing a perfect cover drive or a bowler’s seam position at the point of delivery, are a testament to the human body’s potential when understood and harnessed through the principles of physics. Integrating these aspects into the curriculum can transform a standard physics lesson into a riveting session that connects students’ passion for cricket with the wonders of science.

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Leadership on and off the Pitch

The IPL is a crucible of leadership, each match a case study in strategy, decision-making, and human management. Players like Virat Kohli and Rohit Sharma, with their tactical acumen and ability to inspire their teams, embody the essence of effective leadership. “Sports has taught me a lot. It helps reveal character. Sport teaches you about facing challenges, overcoming challenges on a regular basis which apply to every work of life.” Kohli once remarked, encapsulating the spirit of sportsmanship that transcends the cricket field. This philosophy can seamlessly be integrated into educational discussions, illustrating how leadership isn’t confined to high-pressure matches but is equally relevant in group projects, student councils, and beyond. MS Dhoni, a legendary cricketer and former Indian cricket team captain also believes that it is important to push every youngster to take up sports. “Be it, mentally or physically, sport teaches a lot to the students and that actually helps in practical life. Sports should play a big role in students’ life and everyone should be pushed to it,”

The Economy of Runs and Rupees

The IPL, a dazzling spectacle of cricket, is also a multi-billion-dollar industry that serves as a fascinating model for financial literacy and understanding the global economy of sports. The auction room, where players are bid on like prized artworks, offers a live demonstration of market dynamics and valuation. Sponsorships, media rights, and merchandising around the IPL introduce students to concepts of branding, revenue generation, and the economic impact of sports on national and global scales. It’s a practical lesson in economics, illustrating how supply and demand, investment, and financial management play out in one of the world’s most popular sports leagues.

IPL: A Classroom Without Walls

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The IPL’s fusion of high-stakes cricket with lessons in physics, leadership, and economics presents an unparalleled opportunity to make learning interactive and engaging. It encourages students to see the relevance of their studies in real-world scenarios, thus igniting a passion for subjects that might previously have seemed abstract or disconnected from their interests.

Incorporating IPL-themed lessons into the curriculum can transform the traditional classroom, making learning a lively, participatory experience. As students analyse match strategies, calculate batting averages, or explore the economic model of the IPL, they’re not just learning; they’re engaging with the material in a way that’s both meaningful and enjoyable.

Cricket commentator and former cricketer Ian Bishop‘s words resonate deeply here: “The heart and soul of the game is what makes it so special.” In the context of education, the IPL embodies this spirit, proving that when you blend passion with learning, the classroom becomes a place of endless possibilities and discoveries.

The Indian Premier League offers more than just entertainment. It provides a vibrant, multifaceted platform for learning, encompassing physics, leadership, and economics, among other subjects. By viewing the IPL through an educational lens, we can inspire students to engage deeply with their studies, showing them that education, like cricket, can be filled with excitement, challenges, and lifelong lessons.

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Knowledge

Empowering the next generation: How mentorship shapes the future of young women’s professions

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Mentorship acts as a cornerstone in empowering women across diverse professional landscapes. Studies reveal a strong correlation between mentorship and positive career outcomes for women. Using studies and real-world examples, this article talks about how mentoring shapes women’s career prospects.

Bridging the Gender Gap: The Power of Role Models

According to a 2021 study by McKinsey & Company and Lean In, women who have mentors are more likely to advance in their careers than those who don’t. This emphasizes how important role models are. Through mentorship, mentees are encouraged to believe that “if they can do it, so can I” by seeing successful women in their area. They are thus motivated to go after big dreams and defy society norms that might have initially deterred them.

Breaking Down Barriers: Access to Networks and Resources

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Mentorship transcends mere guidance; it unlocks valuable networks and resources. Mentors, often established professionals, can connect their mentees to crucial individuals and opportunities. A 2023 study by the Harvard Business Review found that women with mentors are more likely to be connected to senior leaders and receive critical career advice. These connections open doors to job opportunities, training programs, and industry knowledge, propelling women forward in their careers.

Building Confidence and Skill Development

Mentorship fosters professional development by providing constructive feedback and valuable insights. A research published in the Journal of Career Development also found that mentorship programs significantly increase women’s self-efficacy and confidence in their abilities. Through personalized guidance, mentors equip their mentees with the skills needed to excel in their chosen field. This tailored approach empowers women to navigate challenges, develop critical thinking skills, and become well-rounded professionals.

Real-World Examples: Paving the Way for Success

Mentoring has an impact that goes beyond statistics. Consider the narrative of Meta Platforms’ COO, Sheryl Sandberg. Susan Wojcicki, the former CEO of YouTube, became Sandberg’s mentor. Sandberg acknowledges Wojcicki’s crucial assistance and direction throughout her career. In similar way, former PepsiCo CEO Indra Nooyi has talked about the important influence her mentor Jack Welch had on developing her leadership style and helping her succeed. These illustrations demonstrate how mentoring can significantly alter the career paths of women in leadership roles.

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Investing in the Future: A Collective Responsibility

Mentorship is not a one-sided endeavor. Moreover, It fosters a culture of learning and exchange, benefiting both mentors and mentees. Mentors gain valuable leadership experience, stay updated with industry trends through interactions with mentees, and contribute to building a more inclusive and diverse future within their organizations.

The future of various professions and the empowerment of women hinges on funding mentorship programs. While individuals can actively seek mentorship within their networks or through specialized channels, organizations can design structured programs that pair women with experienced mentors. Every effort, no matter how big or small, helps create a world in which women prosper and realize their full potential in all spheres of the workforce.

To conclude, mentoring serves as a spark for women’s professional empowerment. Through facilitating access to resources, networks, and positive role models as well as skill development, mentoring sets the stage for a day when women may successfully traverse a variety of professions and realize their full potential. Together, we can actively seek guidance and engage in mentorship programs to help establish a better future for women in the workforce.

Authored by:

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Dr. Kalpana Gangaramani
Founder & Managing Director,
Target Publications Pvt. Ltd.

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Education

National Safety Day: The Importance of Teaching Good Touch and Bad Touch in Schools

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Teacher teaching good touch and bad touch to children using colourful graphs
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In the light of National Safety Day observed on the 4th of March each year, there’s a crucial aspect of safety that demands our attention—not just physical safety but the safety of our personal boundaries. This calls for an essential conversation about teaching children the concept of good touch and bad touch in schools, a topic that extends beyond the basics of traffic and environmental safety to the core of personal security and dignity.

Why, you might ask, is it vital to introduce this topic in the educational ecosystem? Simply put, knowledge is power. Educating children on the difference between a ‘good touch’ and a ‘bad touch’ empowers them to understand their rights, recognise inappropriate behaviour, and importantly, speak up. In an era where the safety of children should be paramount, this education acts as a shield, protecting their innocence and integrity.

But the conversation doesn’t stop with the children. It extends to the educators themselves. In the process of enlightening the young minds about safety, it’s equally critical for teachers to undergo training on the same subject. This dual approach serves a twofold purpose: a) it equips teachers to handle disclosures of inappropriate touch with sensitivity and the seriousness it demands, ensuring the right steps are taken to safeguard the child and b) it makes educators aware of their own actions, ensuring their interactions with students are always appropriate and beyond reproach.

The Protection of Children from Sexual Offences (POCSO) Act, implemented in India, underscores the importance of such education. The Act provides a legal framework to protect children against offences of sexual abuse, sexual harassment, and pornography while safeguarding the child at every stage of the judicial process. Incorporating awareness about the POCSO Act in school curriculums and teacher training programs reinforces the legal and moral responsibilities we hold towards our children.

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Integrating this education into schools demands sensitivity, age-appropriate language, and a nurturing environment where children feel safe to express their concerns. It’s about building trust, ensuring every child knows they have a voice and that voice will be heard and respected.

For educators, this training should be an integral part of their professional development. Understanding the nuances of child psychology, the impact of their actions, and the legalities of child protection are essential components of their role. This knowledge not only protects the children but also the educators, fostering a safe and respectful learning environment.

Now, over to you, dear readers. Engaging in this dialogue is the first step towards change. Schools must be sanctuaries of learning, not just academically but socially and personally. As parents, educators, and members of the community, it’s our collective responsibility to advocate for and implement this crucial education. Share your thoughts, experiences, and suggestions. How can we, as a society, better protect our children? Your voice matters in shaping a safer future for our youngest citizens.

This conversation is not just necessary; it’s urgent. Let’s not shy away from it. Together, we can create a culture of safety, respect, and understanding, making every day a step towards a safer tomorrow for our children.

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Education

Confronting the Crisis: Addressing Student Suicides in Kota and Beyond

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Addressing the student suicides in Kota and beyond
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In a deeply troubling trend that underscores a crisis in India’s educational system, recent statistics paint a harrowing picture of the mental health challenges faced by students across the country. With reported cases of suicide linked to academic pressure on the rise, the urgency to address this issue has never been more critical. In the early months of 2024 alone, there have been distressing reports from prestigious institutions like IIT Kanpur, IIT Delhi, IIT Roorkee, and IIT BHU, totaling 5 incidents of student suicides.

Kota, often dubbed as India’s coaching capital, has become synonymous with the immense pressure faced by students preparing for competitive exams. The town witnessed an all-time high of 26 student suicides last year, a stark indicator of the unbearable stress these young minds are subjected to. This year, six students in Kota have already succumbed to the pressure, including an 18-year-old JEE aspirant who deemed herself a “loser” for not being able to meet the expectations set by the highly competitive exam.

These incidents are not isolated to Kota or the IITs; they are symptomatic of a larger, systemic issue plaguing educational institutions across India. A 17-year-old intermediate student in Telangana’s Adilabad district, for example, took his own life after being denied entry to an exam for arriving late, a decision that pushed him towards a tragic end.

The narrative emerging from these incidents is clear: the educational system, coupled with societal expectations, is creating an environment where failure is not seen as a part of learning but as an insurmountable setback. This mindset is contributing to a dangerous escalation in the student suicide rate, particularly in coaching hubs like Kota, where the pressure to succeed in exams such as NEET, UPSC, and JEE is immense.

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It is high time that schools, universities, and parents across India recognize the gravity of this issue. The relentless pursuit of academic excellence at the cost of students’ mental health is an unsustainable and harmful practice. Educators and caregivers must foster an environment where failure is acknowledged as a step towards growth and where students are encouraged to explore their passions without the fear of judgment.

Moreover, the implementation of comprehensive mental health programs and the promotion of open conversations about failure and resilience can significantly mitigate the risks associated with academic pressure. It is crucial for educational institutions to partner with mental health professionals to provide students with the support they need to navigate the challenges of their academic journeys.

So what is eventually required of the education sector? the alarming rate of student suicides in India is a call to action for all stakeholders in the educational sector. The tragic losses experienced in places like Kota serve as a stark reminder of the need to reevaluate our approach to education and student well-being. By cultivating an environment that values individuality, encourages exploration, and provides robust support systems, we can work towards a future where the pursuit of knowledge is not marred by the fear of failure but is celebrated as a path to personal and intellectual growth.

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Education

World NGO Day: Including Social Service and Philanthropy in Curriculum

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On World NGO Day, celebrated each 27th of February, we’re reminded of the pivotal role NGOs play in fostering social change and development. It’s an opportune moment to reflect on a critical gap in our education system—integrating social service into school curriculums. While Indian schools commendably cover moral science and discuss the multifaceted challenges of poverty, they often skirt around a crucial lesson: the importance of giving back to society, a principle that acknowledges our inherent privileges.

The privilege of accessing education and enjoying life’s luxuries is not a universal given; it’s a blessing. Recognizing this privilege entails acknowledging our responsibility to contribute positively to society, underscoring the necessity of philanthropy in our educational ethos. However, mere acknowledgment isn’t enough; action is imperative. This is where the collaboration with NGOs becomes invaluable.

Consider the transformative potential of inviting NGOs working in education into our schools. These organizations, such as Pratham, Akshaya Patra, and Teach For India, are not just entities; they are repositories of real-world experiences and agents of change. By partnering with these NGOs, schools can offer students more than theoretical knowledge; they can provide them with hands-on experiences in social service, embedding the value of giving back into the fabric of their education.

Imagine the impact of integrating assignments that require active participation in social causes—organizing donation drives, participating in animal welfare activities, or contributing to environmental conservation efforts. Such initiatives do more than inculcate a sense of responsibility; they foster empathy, cultivate a sense of community, and prepare students to be conscientious citizens.

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The benefits of integrating social service into school curriculums extend beyond moral and ethical development. They equip students with critical life skills—teamwork, leadership, problem-solving, and empathy—preparing them for the challenges of the real world. Moreover, these engagements offer tangible experiences of impact, teaching students that their actions can indeed make a difference. For example, organising donation drives and animal welfare camps where students can be the volunteers for a better, bigger cause is a great way to include social services into our curriculum.

The partnership between schools and NGOs can take various forms, from guest lectures and workshops to long-term projects and internships. These collaborations provide a platform for NGOs to raise awareness about their causes and for students to engage with these issues deeply and meaningfully.

By making social service an integral part of the curriculum, we can ensure that education transcends academic achievements to include the development of well-rounded individuals who are aware of their social responsibilities. It’s about creating a culture of giving back, fostering a generation that is not only educated but also empathetic and engaged with the world’s pressing challenges.

So, let’s commit to enriching our educational systems with the values of social service and philanthropy. Let’s embrace the opportunity to partner with NGOs and transform our students into not just scholars but also compassionate contributors to society. In doing so, we pay forward our blessings and take meaningful steps towards building a more equitable and caring world.

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Education or Profit? Bombay High Court Calls for Accessible Learning for All

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In a recent statement that hits home for many, the Bombay High Court pointed out a harsh truth: education, once considered sacred in our culture, has now become something many can hardly afford. The court stressed that it’s the government’s duty to make sure everyone in the country has access to good quality education, highlighting the importance of education in the growth and development of society.

Judges AS Chandurkar and Jitendra Jain shared their thoughts during a case involving a request to open a new college. They mentioned a concern that only letting groups with previous experience in education open new colleges could unfairly keep new players out of the game. This could lead to a few big names controlling the education sector, which isn’t fair to everyone else. Yet, they also acknowledged that experience is important to make sure these new institutions can actually provide good education. While acknowledging the importance of experience in managing educational institutions, the justices called for a more balanced approach. They suggested the establishment of clear, quantifiable parameters for evaluating applications for new colleges, thereby ensuring a fair and competitive educational landscape.

This judicial intervention is a stark reminder of the ongoing transformation of the education sector into an ‘education industry,’ where the pursuit of profit often overshadows the noble mission of disseminating knowledge.

With tuition fees skyrocketing and private coaching centers popping up everywhere, education is becoming more about money and less about learning and growth. It’s a wake-up call for those running educational institutions to remember the real reason they’re in this field – not to make a profit, but to educate and shape future generations.

This scenario demands a reevaluation of our priorities. Education should not be a luxury only a few can afford. It’s a fundamental right that paves the way for a better future for individuals and society as a whole. It’s time for educational institutions to reflect on their purpose and for the government to take action to ensure that quality education is accessible to everyone, regardless of their financial status. This entails not only regulating fees and ensuring transparency in the functioning of educational institutions but also investing in public education to enhance its quality and reach.

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“Although ‘education’ is a pious in our culture but with change in time it has taken a different colour and has become unaffordable. It is the State’s Constitutional responsibility to ensure quality education reaches all the citizens of this country to achieve the growth and development of humanity”, the court said. 

The Bombay High Court’s remarks are a crucial reminder for us all. It’s a call to action to prevent the commercialization of education from overshadowing its true value and to work towards a system where education is seen not as an industry, but as a vital service that nurtures humanity’s growth and development.

(With inputs from Livelaw.in)

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Hidden Figures: A Film Every Student Should Watch and Why

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In the vast tapestry of cinematic storytelling, few films carry the weight of transforming our understanding of history and the unsung heroes within it quite like “Hidden Figures.” This masterpiece not only unfolds the extraordinary tale of three African-American women who were pivotal to NASA’s success in the space race but also serves as a beacon of inspiration for students across the globe. As the world recently celebrated the International Day of Women and Girls in Science on 11th February, it is imperative to delve into why “Hidden Figures” is a must-watch for every student.

“Hidden Figures” brings to light the incredible journey of Katherine Johnson, Dorothy Vaughan, and Mary Jackson, portrayed with compelling depth by Taraji P. Henson, Octavia Spencer, and Janelle Monae, respectively. These brilliant minds overcame the dual hurdles of racial and gender bias to lay the groundwork for John Glenn’s historic orbit around Earth. Their story is not just a chapter of NASA’s triumphs but a testament to the indomitable spirit of those who dare to dream big and defy societal constraints.

For students, “Hidden Figures” is much more than a history lesson; it is an exploration of the values of perseverance, integrity, and teamwork. The film adeptly captures the essence of these values, showing that success is not the reserve of a privileged few but achievable by anyone with the talent and determination, regardless of their background. This is the story of three strong women who are independent, making a way of their own in a time where people do not even believe that NASA hires women and that too women of colour. When they ask for what they deserve, they are frowned upon and rejected. They are expected to know what their place is and what is the way to look like a white person. Still, these women thrive. Today, the situation has improved for better but our students should understand what it took for the trailblazers and women like these three to bring the world where it is today.

The narrative rhythm of “Hidden Figures” mirrors that of an underdog story, making it relatable and engaging for a younger audience. It offers a linear and steady progression, showcasing the personal and professional challenges these women faced, their initial setbacks, and their ultimate triumph. Furthermore, the film’s emphasis on education and intellectual prowess as tools for breaking barriers is a critical takeaway for students. It highlights the importance of STEM (Science, Technology, Engineering, and Mathematics) education and the role it plays in shaping the future. “Hidden Figures” demonstrates that knowledge and skill are powerful agents of change, encouraging students to pursue their interests in these fields with zeal.

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The film does not shy away from the harsh realities of the era it depicts but chooses to focus on the triumph of intellect and determination over discrimination and adversity. This balanced storytelling approach makes “Hidden Figures” an educational tool that transcends the classroom, imparting lessons of equality, respect, and the pursuit of excellence.

Hidden Figures is more than just a film; it is a catalyst for change, inspiring students to recognize and challenge the societal limitations placed upon them. It encourages a deeper appreciation for the contributions of women and minorities in science and technology, urging a more inclusive recognition of achievement in these fields. For these reasons and more, it is a film that every student should watch, serving as a reminder that history is made by those who dare to believe in the possibility of the impossible.

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Education

Empowering the Future: The Success of Beti Bachao Beti Padhao in Girls’ Education

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As we commemorate National Girl Child Day and International Day of Education on 24th January, we celebrate the profound impact of the Beti Bachao Beti Padhao campaign, an initiative that resonates deeply with ScooNews’ vision of nurturing potential and fostering empowerment. Launched by the Government of India in 2015, this campaign represents a significant stride towards dismantling the societal barriers that hinder the progress of girls and women in our nation.

Spanning 640 districts, the campaign’s influence is evident in the marked improvement in the Child Sex Ratio (CSR), which rose from 918 in 2014-15 to 934 in 2019-20 in the focus districts. This positive trend reflects a societal shift away from the discriminatory practices of sex-selective abortions and towards a future where every girl child is valued.

Central to the campaign’s success is its emphasis on education as a transformative force. Beti Bachao Beti Padhao has catalyzed an increase in the enrolment and retention of girls in schools, thanks to a suite of holistic interventions. These include providing scholarships, enhancing educational infrastructure, and introducing innovative learning methodologies. The results are encouraging: the gross enrolment ratio of girls at the secondary level escalated to 81.32 in 2018-19, while the dropout rate decreased to 14.53, showcasing the campaign’s tangible impact on girls’ education.

Moreover, the campaign has ignited a nationwide discourse on gender equality, challenging deep-rooted biases and advocating for a society that respects and upholds the rights and dignity of girls and women. Through various platforms, Beti Bachao Beti Padhao has sensitized communities, engaged stakeholders, and celebrated the achievements and potential of girls and women.

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However, the journey towards gender parity is not devoid of challenges. Deep-seated social norms and attitudes continue to undermine the status of girls and women, necessitating a persistent, multifaceted approach to drive change.

  • Amplifying resources and ensuring the integration of the campaign with other governmental initiatives will provide a robust financial foundation and a unified direction for these efforts.
  • Additionally, a robust monitoring and evaluation framework is crucial to accurately assess the campaign’s progress and impact. This will not only facilitate transparency and accountability but also provide valuable insights for future policy formulation and implementation.
  • Fostering collaboration among stakeholders is another critical aspect. By strengthening partnerships between government bodies, educational institutions, civil society organizations, and communities, the campaign can harness collective expertise and resources, thereby accelerating progress towards gender equality.
  • At the heart of sustainable change is the empowerment of girls and women. Creating newer platforms where their voices are heard, their rights are acknowledged, and their achievements are celebrated is vital. Engaging and educating families and communities to challenge and transform discriminatory norms will further reinforce this empowerment, paving the way for a society that values and invests in every girl.

As we reflect on the journey of Beti Bachao Beti Padhao, it’s evident that the campaign has made significant strides in improving the lives of girls and women in India. The achievements are commendable, yet the road ahead demands continued dedication, innovation, and collaboration. ScooNews proudly stands in solidarity with this transformative campaign, advocating for education and empowerment as the keystones for building a society where every girl, every woman, and every future leader can thrive. As we forge ahead, let’s reaffirm our commitment to nurturing potential, fostering equality, and creating a world where the dreams and aspirations of every girl are realized.

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Education

Can Hindi Become the Next Global Language?

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(Photo credit: Twitter/@IBSIndia1)

As we celebrate “World Hindi Day” today let us understand the vast scope of the Hindi language globally and the respect it deserves.

Hindi is one of the most widely spoken languages in the world, with about 600 million speakers, including native and second-language users. It is the official language of India, the second most populous country and the fifth largest economy in the world. It is also an official language in Fiji and a recognized minority language in South Africa and the United Arab Emirates. Moreover, Hindi is spoken or understood in many other countries, such as Nepal, Mauritius, Singapore, Trinidad and Tobago, Guyana, Suriname, and the United States.

let’s talk about Hindi’s rich history– it’s like the language derived from the core of Hindustan, tracing back to our Sanskrit roots. Imagine it as the dynamic kid in the Indo-Aryan crew of the massive Indo-European language family. Hindi has got some serious flair. It’s not just sticking to its roots; it’s been a major part of the group of prestigious languages like Persian, Arabic, Turkish, Portuguese, English you name it. Yet Hindi has got its distinct style. Awadhi, Bhojpuri, Braj it’s like Hindi’s got a whole wardrobe of linguistic outfits, showcasing the cultural fiesta in India.

When it comes to writing, Hindi leads the Devanagari script. It’s not just a language thing; it’s a script trendsetter, setting the stage for Sanskrit, Marathi, Nepali, and many more. The world has seen many Hindi literary legends. Munshi Premchand whose stories we have all grown up reading. Harivansh Rai Bachchan the poetic genius. These legends aren’t just local stars; they’re global wordsmiths.

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Hindi has great potential to become a global language, as it is the language of a rising power and a vibrant culture. India is a fast-growing economy, with a large and young population, a strong democracy, and a strategic role in regional and international affairs. India is also a major source of culture, innovation, and talent, with a rich heritage of literature, art, music, cinema, and science. Hindi is the medium of expression for many of these domains, and also a bridge for communication among Indians of different linguistic backgrounds.

Therefore, Hindi deserves respect and recognition as a language of global importance. It is not a language that students or teachers should look down upon or neglect, but a language to be proud of and promoted. Hindi can offer many benefits and opportunities to students to become great speakers and learners, such as access to a vast and diverse body of knowledge, a deeper understanding of India and its culture, and a wider network of contacts and collaborations.

Hindi is not a threat or a competitor to other languages, but a partner and a friend. It can coexist and cooperate with other languages, such as English, which is also widely used in India and the world. It can enrich and enhance the linguistic and cultural diversity of the world, and contribute to global dialogue and harmony.

Hindi is a language of the past, the present, and the future. It is a language that connects us to our roots, our identity, and our aspirations. It is a language that can inspire us to learn, to create, and to share. It is a language that can make us global citizens. Hence first and foremost, we as Indians, should start giving Hindi respect through our curriculum in schools. 

 

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Education

Empowering Futures: Nurturing Human Rights Advocates in School

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In the dynamic landscape of the 21st century, where tweets can change destinies and TikToks spark revolutions, the knowledge of human rights is like having a superhero cape – powerful, transformative, and absolutely essential. We’re living in an era where this awareness is both a given and, paradoxically, under threat. As we navigate the rollercoaster of global politics and online trends, the need to arm our youngsters with the understanding of their rights becomes paramount.

India, a land of diverse cultures and stories, is also a party to the United Nations Convention on the Rights of the Child (CRC). It’s like being part of a global club that says, “Hey, every child deserves certain things, no matter where they are.” And what are these things? Well, let’s dive into the colourful world of children’s rights.

According to the latest report from our National Human Rights Commission (NHRC), we’re receiving more complaints than we’d like, especially in the kid’s department. Child labour, child marriage, sexual abuse, trafficking – it’s like a list of things that should never be associated with childhood. Sure, we’ve made strides in health, education, and social protection, but there’s still some unfinished homework.

Now, don’t get us wrong; we’re not trying to act like the spoilers of the story. Progress is progress, but if there’s a chance for more, why not aim for the stars? This is where our schools come into play.

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Imagine a classroom where kids not only learn about algebra and the periodic table but also about their right to life, survival, and development. A world where they’re aware that education is not just about acing exams but a key to unlocking their potential. In this utopian classroom, children are shielded from harm, their voices are heard, and they actively participate in decisions that shape their lives.

The right to life, survival, and development is the superhero cloak we mentioned earlier. It means every child has the right to live, grow, and become the incredible human they’re destined to be. A bit like saying, “Here’s your life, and here’s a manual on how to make it fantastic.”

Then there’s the right to education. It’s not just about memorizing the capital of every country but understanding that education is their ticket to shaping a future they dream of. And guess what? It should be free and compulsory because, let’s face it, no superhero pays a fee for saving the day.

Protection is another superhero power – the shield that guards against harm. Children have the right to be protected from all forms of abuse, violence, and exploitation. They should be treated with dignity and respect, a bit like how superheroes should be treated in the superhero HQ.

According to the latest report of the National Human Rights Commission (NHRC), India received 55,858 complaints of human rights violations in the financial year 2023-24, out of which 9,795 were related to children. The most common issues were child labour, child marriage, sexual abuse, trafficking, and juvenile justice.

Lastly, the right to participation is like giving our young minds a seat at the Avengers table. They have the right to express their thoughts, be heard, and even participate in decisions that affect them. After all, they’re the future architects of this world.

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So, why this deep dive into children’s rights? Because an educated child is an empowered child. As we teach them maths and science, let’s also teach them about justice, equality, and the power they hold as individuals. Let’s create an army of mini-advocates who not only understand their rights but are ready to stand up for the rights of others.

In the end, it’s not just about educating children; it’s about fostering a generation of changemakers. Because when you empower a child with knowledge, you’re not just shaping their future; you’re sculpting the future of an entire society. Let’s make our schools the breeding ground for not just scholars but for compassionate, informed citizens who understand the power of their voice in making the world a better place.

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