Director's Page
 |
| Financial Express Page No.10 Date 03.03.2025 |
***
What the Budget didn’t
do for education?
It could have focused on financial allocation to increase gross enrolment, among other things.
February 20, 2023 09:15 IST - Financial Express
https://www.financialexpress.com/education-2/what-the-budget-didnt-do-for-education/2986272/
By Ashok Pandey
Finance minister Nirmala Sitharaman continued
the focus on expanding the economy through unleashing human capital, developing
green infrastructure, research and innovation, skilling, 5G technology, and
digitisation. This year’s Budget speech emphasised the need for “reaching the
last mile” as a recommitment to inclusive growth.
The education sector’s long-held demand to
enhance allocation to 6% of the GDP has yet to come about, though funding over
the last year’s figure saw 8% increase. This trend is likely to continue as the
size of the GDP increases, year-on-year.
A meta-analysis of the five Budgets presented by
Sitharaman suggests a multipronged strategy by the government to realise the
full potential of the education sector in nation building. The National
Education Policy 2020 is set to catalyse the efforts. Empowering the youth
through the Pradhan Mantri Kaushal Vikas Yojana 4.0, revisioning recruitment,
retention, and career progression of teachers, creating new models of quality
schools through 14,500 PM SHRI Schools, Eklavya Model Residential Schools and
Kasturba Gandhi Balika Vidyalayas, 100 Sainik schools in PPP mode, are aimed at
expanding access to quality education to all. Embedding 5G technologies,
artificial intelligence, focus on research and innovation, setting up labs in
engineering colleges, and the digital library will help broaden digital
infrastructure.
A major challenge is with respect to the
increase in gross enrolment in higher education, which currently has 35 million
students enrolled. The government plans to double the number to attain 50%
enrolment in higher education. That will require additional institutions of
higher learning, trained faculty, infrastructure, housing, facility for
research and collaboration. The Budget needed to be more active in providing a
roadmap and financial allocation to meet this demand.
A greater incentive is required to promote
research and innovation in all areas of human development, cutting-edge
technologies, agriculture and health, but the Budget still needs to reflect.
The Study in India programme to attract foreign students to top-ranking
universities is a dream project of the government. Its success will depend on a
large corpus available as a scholarship.
The education lifecycle has the end goal of
student success encompassing health and well-being, economic and employment
opportunity, character building, global citizenship, peace and prosperity. That
needs an enabling environment, infrastructure and resources that the Budget
must provide. This Budget could have made special provisions laying a robust
structure for foundation years of learning that will be rolled out as part of
the NEP’s implementation. Socioeconomic context is crucial to student success.
That makes equity and access even more critical if we are to realise the dream
of a developed nation by 2047.
The measures announced in the Budget FY24 will
allow the country to ensure continued growth in education. However, a
much-awaited relief in education loans, and GST levied on educational products
and services needed to get the attention of the minister. The World Economic
Forum has reiterated that education affects a country’s productivity by
increasing the collective ability of the workforce, facilitating the transfer
of knowledge about new information, products and technologies created by
others, and growth potential to develop further understanding, products and
technologies. Thus it is imperative that budgeting for education is central to
a country’s vision. Does the Union Budget FY24 match up to it? That’s some food
for thought.
The author is an educationist and chairperson,
Council for Global Citizenship.
***
Ensuring quality is the
next big challenge for NEP
We must take advantage of the incredible
opportunity the NEP has given us (to introduce the right kind of reforms)
towards making India a superpower
Updated: January 23, 2023 09:43 IST
The year-end review of
the Ministry of Education throws some light on achievements of the government.
By Ashok Pandey
The United Nations observes January 24 as the
International Day of Education, and on the eve of this day it’s worth studying
where we stand in our objective to achieve the Sustainable Development Goal 4
(Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all).
The year-end review of the Ministry of Education
throws some light on achievements of the government, and the alignment of
various schemes with the NEP 2020 and SDGs. A revamped Samagra Shiksha scheme,
the development and upgrade of 14,500 schools under the centrally-sponsored
scheme (PM-SHRI) Schools, and 1 million students participating in the
Vidyanjali programme are highlights of the review.
To start with, the Kasturba Gandhi Balika
Vidyalayas (residential schools for girls aged 6-12, belonging to disadvantaged
groups, minorities and below the poverty line families) are getting a
substantial upgrade. The government is setting up a new National Assessment
Centre, PARAKH (Performance Assessment, Review, and Analysis of Knowledge for
Holistic Development). A standard-setting body under the Ministry, PARAKH will
encourage school boards in shifting their assessment pattern towards the skill
requirement of the 21st century.
The government has focused on NIPUN BHARAT
(National Initiative for Proficiency in Reading with Understanding and
Numeracy), the NCERT’s play-based school preparation module Vidya Pravesh, and
NISHTHA 4.0 (ECCE). A national curriculum framework for foundation years was
also released.
This shows that while a robust ecosystem to
enable ground-level implementation of the NEP 2020 is in place, the challenges
will surface once the 1.5 million schools roll out NEP. The NEP highlights the need
to review and revise the existing regulatory framework for school education in
India. Its section 8.5(c) states, “An effective quality self-regulation or
accreditation system will be instituted for all stages of education including
pre-school education—private, public, and philanthropic—to ensure compliance
with essential quality standards. To ensure that all schools follow specific
minimal professional and quality standards, States/UTs will set up an
independent, State-wide body called the State School Standards Authority
(SSSA). The SSSA will establish a minimal set of standards based on basic
parameters (namely, safety, security, basic infrastructure, number of teachers
across subjects and grades, financial integrity, and good governance processes),
which all schools shall follow.” At this point, the NEP has departed from
previous policies, mandating quality standards instead of only focusing on
inputs. This departure can play a crucial role in achieving outcomes if the
SSSA’s constitution, functioning and mandate are done in the right spirit of
the policy.
The NEP rightly identifies ‘conflict of
interest’ as the core issue of the current regulatory framework. It states “all
main functions of governance and regulation of the school education system—namely,
the provision of public education, the regulation of education institutions,
and policymaking—are handled by a single body, the Department of School
Education, or its arms. This leads to a conflict of interests and excessive
concentration of power, leading to ineffective management of the school
system.” (NEP, 8.2). Within this context, various private school associations
found that there are as many as 145 State Acts and 101 corresponding rules that
govern K12 education. Within these, each state has a ‘School Code’, a lengthy
and dense compilation (over 2,000 pages each) of executive orders, notices and
circulars issued by the state Departments of Education. These norms are
intensely prescriptive and lay down regulatory frameworks for licensure, admissions,
staff employment and other operational issues.
Further, there are judgments by courts in favour
and against those orders, which complicates regulatory compliance. An analysis
of the legislation for Maharashtra, Delhi, Karnataka, Gujarat, Tamil Nadu, Assam,
Uttar Pradesh and several other states shows that most norms need to hold
government schools accountable to the same standards as those for private
schools. They impose ambiguous requirements (for example, proving a school is
essential) and heavy penalties (for example, withdrawal of recognition) for
private schools.
Amit Chandra, senior consultant, Central Square
Foundation, has noted that “the salience of the NEP 2020 lies in its emphasis
on quality assurance, adding it is big time opportunity for the system to
separate the regulator and the operator.” The stakeholders’ view is unanimous
on the need to leverage the potential of an independent body of professionals
to be a part of the SSSA for a meaningful response to the provisions in section
8.5(c).
The government’s intent to invest in people and
prioritise education is proven. Now, educators and school leaders must rethink
ways to prepare the next generation for the future, thus transforming education
into a flourishing civilisation. Quality and excellence hold the key, and we
must take advantage of the incredible opportunity the NEP has given us to
introduce the right kind of reforms towards making India a superpower.
CAT
2022 - Looking Beyond Exam
The Challenging face of
Management Education
Management education today has
moved away from traditional areas of marketing. Finances and HR to specialised
domains such as environment, sustainability, energy management, social and
governance, CSR, infrastructure and technology.
Indian Express 27th, Nov. 2022
By Ashok Kr Pandey is a Delhi based Educationist
INDIAN Institutes of Management (IIMS) promise
corporate success, and aspirants perceive an excellent score on the Common
Admission Test (CAT) as a certain way to climb that success ladder. No wonder
200,000 students vie for the 6,000 odd seats in the 20 IIMs across the country
every year.
A graduate with more than a 50
per cent score (there is relaxation for reservation candidates) can apply for
the CAT exam. This year, the CAT is slated for November 27 and will be
conducted in three slots. The exam consists of three sections-Verbal Ability
and Reading Comprehension (VARC), Data Interpretation and Logical Reasoning
(DILR), and Quantitative Ability (QA). The paper comprises 66 questions-24, 20
and 22 in VARC, DILR and QA sections, respectively. Each MCQ question carries
+3 marks, with a negative score (-1) for each wrong answer. Non-MCQ questions
do not carry any negative marks for wrong answers.
Over the years, a score close
to 50 per cent of the total marks gets a 99 percentile (top 1 per cent).
Typically, a percentile above 95 can get a general category student call from
quite a few items for the next selection stage-a writing ability test, WAT and
a personal interview (PI). The top IIMs, Ahmedabad, Calcutta, and Bangalore,
may require higher percentiles to make it to the next stage.
The second selection stage for
these IIMs is based on WAT and Pl. The WAT and Pl stage is equally important as
the written test and in some of the IIMs, the weightage of selection given for
the second stage is higher than that for the CAT exam. The WAT consists of
writing an essay of 250-300 words on a given topic. The topics are picked from
economics, business, social issues, and political issues or sometimes may also
have abstract topics. Institutes like IIM Ahmedabad give an argument and expect
the students to write an analysis of the argument. The Pl is a critical
component of the selection process as it probes into the reasons for pursuing
an MBA and the student's future. Also, the interviewers expect the student to
be aware of current affairs and their opinions.
CAT is a written test not just
for the 20 IIMs and their flagship programme (MBA) but also for more than 200
other reputed MBA institutes, including the Faculty of Management Studies (FMS)
Delhi, SPJIMR Mumbai, MDI Gurgaon, IMT Ghaziabad and IMI Delhi, among others.
With the number of B-schools
increasing and the fees for the two-year MBA going up significantly in the last
decade, it has become imperative to choose the right school. Each student may
have different criteria for selecting a school. However, one can follow some
broad guidelines to ensure admission to the desired school. The parameters on
which the ranking of the schools is based include placements, batch strength,
batch profile, fees, availability of specialisations, faculty, infrastructure
and location.
While the students undeniably
look at placements and the average package, the profile of the batch (subject
background and work experience) is also essential. Fees (FMS, JBMIS),
specialisation XLRI & TISS for HR, NI- TIE for Supply Chain, MICA for Marketing,
IIFT for International Business, IIMA FABM, IIMLABM, IRMA for Rural Management
and a preferred location (Mum bai, Delhi, Bangalore) are also considered by the
students before making a final choice of the school. References of the alumni
also matter in the selection in a B-School.
The NIRF ranking of business
schools released by the government emphasises the component of published
research work at the institute. However, it may be pertinent to note that the
students desire better placements and internship opportunities at these schools
rather than just the research avenues. Campus life, collaborative projects,
exchange programmes, and visiting industry experts are also crucial factors in
making the right choice.
The first decade of this
century was the boom period for management education. With seven IIMs until
2008, the government announced six more IIMs in 2009 and 2015, one in 2016,
taking the total to 20. At the same time, other top B-schools also expanded
geographically or increased the batch size XLRI in Jamshedpur has opened another
branch in Delhi-NCR, and IIFT Delhi has now opened in Kolkata and Kaki- nada.
NMIMS has Mumbai, Navi-Mumbai, Bengaluru, Hyderabad, and Indore campuses. SIBM
has expanded to Bengaluru, Hyderabad, Pune, and Nashik. IMT, known for its
B-school at Ghaziabad, has opened campuses in Nagpur, Hyderabad, and Dubai.
The number of seats available
for the students also has grown significantly over the last two decades without
diluting the placements of these graduates. The overall placement scenario has
been favourable save in the years of recession and COVID. With the Indian
economy booming and the government's push to reach the $5 trillion GDP mark,
the MBA sector will continue to attract talented young graduates. The
government's focus on rural development, road and telecom infrastructure,
housing, agriculture, food pro- cessing, smart cities, green energy, and health
will open new avenues for the young MBAs.
Management education has moved
from traditional marketing, finance and HR to specialised domains such as
environment, sustainability, energy management, social and governance, CSR,
infrastructure, and technology. "Technological disruptions have changed
the entire facet of management, and new-age managers must adapt to these
changes," opines Prof (Emeritus) Devendra Pathak, CEO, FORE Academy of
Management Education, Gurugram. With more aspirants from art and commerce
backgrounds competing with those from science and engineering, the diversity of
talent will drive the sector further.
The story of start-up companies
in India surpassing the billion-dollar valuation-unicorns is inspiring.
Individuals with engineering and MBA backgrounds lead many of them. However,
the entire unicorn ecosystem is not about MBAs and IITs. This leads us to
conclude that there is a world beyond MBA and an opportunity beyond the
glassy-corporate corridors. There is a need to encourage, mentor, fund and
bring in gender parity among the graduates beyond metros.
The article was first published in Indian Express 27th, Nov. 2022. Co-authored with Mr ARKS Srinivas is a consultant CEO, IFACET
***
National Curriculum
Framework: Essential life skills top the agenda
The NCF addresses
learning gaps both perpetual and those exacerbated by the pandemic
https://www.financialexpress.com/education-2/national-curriculum-framework-skill-education/2730107/
October 24, 2022 11:00 IST
By Ashok Pandey
One of the critical
components of the National Education Policy (NEP) 2020 is excellence for all, consistent
with realising an equitable, inclusive and plural society as envisaged by our
Constitution. A robust Early Childhood Care and Education (ECCE) is the only
route to achieving this aspiration. The release of the first-ever integrated
framework for children between 3 and 8 years of age—the National Curriculum
Framework for the Foundational Stage (NCF)—is a historic step.
Over the years, an informal
sociocultural practice of raising children with values and social skills has
given way to more formal institution-based care and education for early
childhood. The NCF draws its inspiration from the pioneering works of Gijubhai
Badheka, Tarabai Modak, Maria Montessori, Friedrich Froebel and Mahatma
Gandhi’s ideas of basic education.
The guiding principles of
the curriculum framework for the foundational stage include a firm belief in
the child’s agency—the perfection within, as Swami Vivekananda emphasised. This
belief translates to the ability of the child to learn and excel irrespective
of her birth or background. The framework recognises the natural presence of
curiosity, exploration and observational skills in young children.
The need for love, respect,
trust, value and importance is not only an adult phenomenon. It is evidenced by
research that children learn the best when they are fully engaged in an
environment of love and acceptance. The use of manipulatives and a rich play
store of experience, and exploring materials and activities help develop
concepts, understanding and problem-solving in the early stages. The NCF
acknowledges that content alien to the child’s experience neither challenges
their curiosity nor inspires a love for learning.
The success of early
childhood education hinges on how fast we do away with the pedagogy of rote
learning and bring in a playbook replete with fantasy building, roleplay,
storytelling, art, music, toy-based learning, nature walks, field trips and
play. Sensitive and committed caregivers should bring equity and inclusion to
provide an opportunity for excellence in each child.
The NEP 2020 and its
sequels—the NCF, National Initiative for Proficiency in Reading with
Understanding and Numeracy (NIPUN), Vidya Pravesh and Balvatika—have come out
against the backdrop of correcting historical aberrations, redesigning early
child education, and addressing the learning gaps both perpetual and those
exacerbated by the pandemic.
The significant issue of
the role of medium of instruction in early childhood education is dealt with
deftly in the NCF released by education minister Dharmendra Pradhan. The
framework states its curricular goal, “Children develop practical communication
skills for day-to-day interactions in two languages.” This mandates that young
children develop competency in reading picture books and identifying objects
and actions, listening to ‘read alouds’, responding to questions, participating
in shared and guided reading, and finally emerging as independent readers of
books with text and visuals.
Giving space to languages
spoken at home and languages necessary to navigate in a larger universe, a new
approach to language education in the NCF aims to optimise learning in all
domains, communication skills, both oral and written, and socio-emotional
skills during the early years and throughout their lives.
The 360-page document
promises updates will continue as the foundational stage NCF merges with the
full NCF for School Education. However, to initiate transformations in the
ECCE, we need not go further than this complete playbook comprising the
principles, curriculum, pedagogy, assessment, and role of teachers, parents and
community. The NCF promises to the present generation to happily add to what
the previous generations have.
The author is a Delhi-based educationist.
 |
The Pioneer Page No. 07 Date 29.09.2022Seven years of sustainable development goals; Addressing the education crisisEight of the 17 SDGs revolve around quality education, ending poverty, empowerment of |
women and girls, security, and inclusion.
Home Education NEP 2020 mandates
schools to be transformational
NEP 2020 mandates
schools to be transformational
School leaders need to communicate
compassionately to stimulate intellectual discussions
Dr Ashok Pandey Updated: Wednesday,
September 07, 2022, 02:19 PM IST
NEP 2020 recognises
schools as places for intellectual development and character building.
Preparing students to become responsible citizens and participate in community
development is the original mandate for schools. In addition to their academic
achievement, students' abilities in communication, relationships, and social
skills are better predictors of their success in school and beyond.
Nature of Learning-System
The NEP 2020 encourages
deeper learning against rote learning. To reach that end, schools must adopt a
strategy supporting concept mastery, critical thinking, collaboration,
communication, and self-directed learning. A learning system is like a living
system- interconnected, dynamic, adaptive, and resilient.
It thrives on
reciprocity, diversity, and co-existing together. Janine Benyus, a biomimicry
expert, says, “we need to take a seat in nature’s class, from which we sprang.”
Values of inclusion, equity, differentiation, peer-to-peer learning, and
creating a resilient and adaptive education system spring from nature’s way of
functioning.
Lessons from COVID
NEP 2020 came about when
education changed radically owing to COVID-19. Home converted classrooms did
not have the children alone in attendance; there were parents too. The parents
were in awe and witnessed what they had never done. For the teachers, it was an
act of courage to put themselves up to scrutiny, discussion, criticism,
performance appraisal, and on-the-spot feedback.
Parents in their new
role turned into assistant teachers, discipline heads, home tutors, and
supervisors all rolled in one. This experience of the schools and parents recognized
the need for a structured parental engagement.
Despite a broad understanding and recognition of parental role in the child's
learning outcomes, schools have tactically maintained a distance from a deeper
engagement with the parents.
Beyond regular
parent-teacher meetings and handing over report cards, not many schools can
boast of embracing parents as partners in learning. While leading learning and
culture, school leaders must include parents, even at the risk of
over-enthusiasm. Parents can bring much value to schools through their energy,
talent, and network.
Capacity Building
As we expand our
understanding of the critical role of educators in building character and human
capital, there need to be corresponding efforts to find new ways to support and
train school leaders and teachers. Educators must participate in professional
development, learn to embrace team building, and model character. Such a shift
requires new ideas and more intuitive thinking regarding self-development,
resource allocation, and openness to implementing innovative teaching
practices.
In its latest report
reimagining education, UNESCO exhorts systems to abandon what has not worked,
continue with what has worked, and think afresh to innovate new models.
School leaders need to communicate compassionately to stimulate intellectual
discussions. By instilling empathy, they can gain the trust of the community.
Transformational school leaders, like those in any other field, must influence
emotionally to cause a mind shift, be an inspiration to bring in behavioral
change, and be impactful by taking accountability.
NEP’s success in transforming education lies in schools leading with purpose,
managing student and teacher agency, scaling up the technology, and undertaking
systemic reforms. Schools with a clear vision, learning culture, and collective
decision-making have higher chances of making a lasting change. Prime Minister
Modi, while addressing the nation from the ramparts of the red fort on Aug 15,
acknowledged that NEP 2020 will play a pivotal role in making India a developed
nation by 2047.
Dr. Ashok Pandey |
The author Dr. Ashok Pandey is the lead mentor at Crimson
Education
https://www.freepressjournal.in/education/nep-2020-mandates-schools-to-be-transformational
Financial Express Page No. 08 Dated 29th August 2022
Financial Express Page No. 08 Dated 2nd May 2022
***
Financial Express Page No. 09 Dated 31st Jan. 2022
Financial Express Page No. 13 Dated 20th Sept. 2021
Financial Express Page No. 09 Dated 2nd August 2021
********************
Home Education NEP 2020 mandates
schools to be transformational
NEP 2020 mandates
schools to be transformational
School leaders need to communicate
compassionately to stimulate intellectual discussions
Dr Ashok Pandey Updated: Wednesday,
September 07, 2022, 02:19 PM IST
NEP 2020 recognises
schools as places for intellectual development and character building.
Preparing students to become responsible citizens and participate in community
development is the original mandate for schools. In addition to their academic
achievement, students' abilities in communication, relationships, and social
skills are better predictors of their success in school and beyond.
The NEP 2020 encourages
deeper learning against rote learning. To reach that end, schools must adopt a
strategy supporting concept mastery, critical thinking, collaboration,
communication, and self-directed learning. A learning system is like a living
system- interconnected, dynamic, adaptive, and resilient.
It thrives on
reciprocity, diversity, and co-existing together. Janine Benyus, a biomimicry
expert, says, “we need to take a seat in nature’s class, from which we sprang.”
Values of inclusion, equity, differentiation, peer-to-peer learning, and
creating a resilient and adaptive education system spring from nature’s way of
functioning.
NEP 2020 came about when education changed radically owing to COVID-19. Home converted classrooms did not have the children alone in attendance; there were parents too. The parents were in awe and witnessed what they had never done. For the teachers, it was an act of courage to put themselves up to scrutiny, discussion, criticism, performance appraisal, and on-the-spot feedback.
Parents in their new
role turned into assistant teachers, discipline heads, home tutors, and
supervisors all rolled in one. This experience of the schools and parents recognized
the need for a structured parental engagement.
Despite a broad understanding and recognition of parental role in the child's
learning outcomes, schools have tactically maintained a distance from a deeper
engagement with the parents.
Beyond regular
parent-teacher meetings and handing over report cards, not many schools can
boast of embracing parents as partners in learning. While leading learning and
culture, school leaders must include parents, even at the risk of
over-enthusiasm. Parents can bring much value to schools through their energy,
talent, and network.
As we expand our
understanding of the critical role of educators in building character and human
capital, there need to be corresponding efforts to find new ways to support and
train school leaders and teachers. Educators must participate in professional
development, learn to embrace team building, and model character. Such a shift
requires new ideas and more intuitive thinking regarding self-development,
resource allocation, and openness to implementing innovative teaching
practices.
In its latest report
reimagining education, UNESCO exhorts systems to abandon what has not worked,
continue with what has worked, and think afresh to innovate new models.
School leaders need to communicate compassionately to stimulate intellectual discussions. By instilling empathy, they can gain the trust of the community. Transformational school leaders, like those in any other field, must influence emotionally to cause a mind shift, be an inspiration to bring in behavioral change, and be impactful by taking accountability.
NEP’s success in transforming education lies in schools leading with purpose, managing student and teacher agency, scaling up the technology, and undertaking systemic reforms. Schools with a clear vision, learning culture, and collective decision-making have higher chances of making a lasting change. Prime Minister Modi, while addressing the nation from the ramparts of the red fort on Aug 15, acknowledged that NEP 2020 will play a pivotal role in making India a developed nation by 2047.
Dr. Ashok Pandey |
The author Dr. Ashok Pandey is the lead mentor at Crimson Education
https://www.freepressjournal.in/education/nep-2020-mandates-schools-to-be-transformational
|
| Financial Express Page No. 08 Dated 29th August 2022 |
|
| Financial Express Page No. 08 Dated 2nd May 2022 |
***
|
| Financial Express Page No. 09 Dated 31st Jan. 2022 |
|
| Financial Express Page No. 13 Dated 20th Sept. 2021 |
|
| Financial Express Page No. 09 Dated 2nd August 2021 |
Book review: Meet the Humanistic Leader in You authored by Dr Nirmala Krishnan
Book Review by Mr. Ashok Pandey, Educationist, Chairperson, Council for Global Citizenship Education, Delhi.
Meet the Humanistic Leader in You (MTHLIY) comes across as a short literary composition with a storytelling format born out of the writer’s personal experiences in leading schools. Having known Dr Nirmala Krishnan for many years and admiring her work and dedication, reading the essays looked like watching a short film in flashback.The author’s narrative draws its inspiration from what she quotes in the book (p.77). “Leaders need to work harder than anyone else and keep striving to develop themselves. Those who have worked hard themselves can appreciate the efforts and challenges of others and offer meaningful solutions.” Dr Daisaku Ikeda, the author of the quote, profoundly influences the author, and she dedicated herself to pursuing a school leadership wedded to Soka Education Philosophy.
MTHLIY, part biographical and part autobiographical, draws attention for three fundamental reasons. First, the author tells convincingly that it is possible to break the rules and yet pursue humanistic leadership. Invigilator-free examination, Inclusive sports day with parents as chief guests, publishing the school magazine without the principal’s message, recruiting physically challenged teachers, and the list of her bold initiatives goes long.Second, even the most visionary school principals could go as far as crunching numbers of IITians, NEETians or bagging a seat in the Ivy League Universities by their graduates. Nirmala envisioned for her school to produce Nobel Laureates- may sound audacious to others but not to her. The book tells numerous such stories of big, bold, crazy, unattainable ideas. She introduced design thinking, art integration, farming, research projects in her school; many considered alien or undoable.
Third, the core value of any leadership position is humility. With humility she elevated herself, inspired others and built a tribe of like-minded leaders ready to network, collaborate, share best practices and collectively serve the purpose of education. The book refers to the Global Citizenship Programme, Connecting Classrooms, investing in teachers’ development, fostering student agency, lending credence to her vast networking skills as a leader with a humanistic approach.
School leaders lead learning and drive culture on the campuses. The author’s anecdotal reference to a curious ant’s attention to a dropped chocolate sends out a bold message- to build a learning culture practice alertness, communication, teamwork, and efficient management of time and energy like ants do.
Before laying one’s hand at a new arrival in a bookstore or a notification in the inbox, a discerning reader asks a question, what is in it for me, WIFM? The book offers the reader possibilities to pursue innovations with low budgets for those tight on finances. A sound decision making, the right approach and higher purpose are the guiding principles.
The book’s central theme-being humane, makes it a favourite read for the parents, teachers, aspiring school leaders and practising leaders alike. May I suggest an alternative title to the book, “Everyday Innovation in the Life of a Leader,” if only to answer WIFM?
Author: Dr Nirmala Krishnan
Publisher: White Falcon
Price: INR 499
********************
Book Review by Mr. Ashok Pandey, Educationist, Chairperson, Council for Global Citizenship Education, Delhi.
The author’s narrative draws its inspiration from what she quotes in the book (p.77). “Leaders need to work harder than anyone else and keep striving to develop themselves. Those who have worked hard themselves can appreciate the efforts and challenges of others and offer meaningful solutions.” Dr Daisaku Ikeda, the author of the quote, profoundly influences the author, and she dedicated herself to pursuing a school leadership wedded to Soka Education Philosophy.
Second, even the most visionary school principals could go as far as crunching numbers of IITians, NEETians or bagging a seat in the Ivy League Universities by their graduates. Nirmala envisioned for her school to produce Nobel Laureates- may sound audacious to others but not to her. The book tells numerous such stories of big, bold, crazy, unattainable ideas. She introduced design thinking, art integration, farming, research projects in her school; many considered alien or undoable.
Third, the core value of any leadership position is humility. With humility she elevated herself, inspired others and built a tribe of like-minded leaders ready to network, collaborate, share best practices and collectively serve the purpose of education. The book refers to the Global Citizenship Programme, Connecting Classrooms, investing in teachers’ development, fostering student agency, lending credence to her vast networking skills as a leader with a humanistic approach.
School leaders lead learning and drive culture on the campuses. The author’s anecdotal reference to a curious ant’s attention to a dropped chocolate sends out a bold message- to build a learning culture practice alertness, communication, teamwork, and efficient management of time and energy like ants do.
Before laying one’s hand at a new arrival in a bookstore or a notification in the inbox, a discerning reader asks a question, what is in it for me, WIFM? The book offers the reader possibilities to pursue innovations with low budgets for those tight on finances. A sound decision making, the right approach and higher purpose are the guiding principles.
The book’s central theme-being humane, makes it a favourite read for the parents, teachers, aspiring school leaders and practising leaders alike. May I suggest an alternative title to the book, “Everyday Innovation in the Life of a Leader,” if only to answer WIFM?
Author: Dr Nirmala Krishnan
Publisher: White Falcon
Price: INR 499
Inculcating global citizenship with acts of kindness
By Ashok Pandey, Director, Ahlcon Group of Schools, Delhi
The thought inspires the 100 Acts of Global Citizenship Initiative that young people are in the best position to accelerate and attain the 17 Global Goals. Though young people are inclined, many lack the necessary knowledge, attitudes and skills to drive change and impact-at-scale.
We believe kindness —for the people, prosperity, planet, peace and partnerships— can be amplified through the lens of social entrepreneurship. The 100 Acts initiative under the aegis of Global Citizenship Education is built to foster awareness, understanding, and advancement of SDGs by leveraging learners’ natural curiosity.It is instructive to note that Sustainable Development Goal 4.7 specifically talks about Education for Global Citizenship (GCED). The NEP 2020 envisions (para 4.25) that Global Citizenship Education (GCED), is crucial to develop essential skills. Global Citizenship exemplifies concern for each other and practicing kindness in all situations. The concept of empathy, mindfulness, compassion and critical inquiry must be imbibed in the young children right from the formative years towards ensuring individual and societal transformation. The Council for Global Citizenship Education recognises these missing links in the school curriculum.The Council brought out a comprehensive understanding of global citizenship issues, encouraging young students to identify situations and respond to them with solutions based on kindness and empathy. Thus came the introduction of “100 Acts of Global Citizenship Initiative”— the most visible manifestation and transformative effect of GCED action. The programme is effective and scalable.
The 100 Acts of Global Citizenship met with a colossal response from students and one action led to the other becoming contagious. Students completed 100 activities, wholly designed, directed and completed by students within an academic year. Students as young as ten-year-old came out with interesting project stories. For example, “Take a stand, lend a hand” – an act against Bullying talks about eradicating the menace of bullying from school life to create a better learning environment for all children.
The students conducted workshops across the school and spread awareness about the ill effects and consequences of bullying. This student driven programme gave an insight to their peers and provided them courage to take a stand and become a collective voice against this act. In yet another activity, “Quench the Thirst” – an Act of Kindness encouraged to build trust, closeness, happiness and wellbeing. This group moved around, taking responsibility for caring, understanding the causes and effects of hunger and building their self-confidence as global citizens. They organised programmes to feed the hungry, both humans and animals. ‘Wings of Education’ ‘Peace Box’, ‘Being Selfless’ are the other kindness projects entirely driven by young children. We have Year 8, Year 9 and Year 10 students who have started their initiatives, such as the Utpravan Youth Foundation, to foster student volunteerism for the SDGs; The Together Youth Foundation that successfully conducted 140 eye-check ups in partnership with another NGO-all student-led initiative.
A child typically goes to a school to ensure her cognitive development and academic success. But, flourishing a human being is more than just intellectual flourishing. Character-building and SEL skills are equally essential to pen the complete success story of individuals. Sadly, in our schools the excessive focus on academics almost robs the young children of their liaison with music, art, dance, dialogues, play, and collaboration. Ron Miller, one of today’s significant thinkers on holistic education, puts it succinctly, “Education today is not a collaborative art of mentoring and nurturing the young, but a frenzied scramble to succeed according to some external measure of success.” To ensure that every child aspires to be a helpful world citizen, we need to open them to new possibilities and new opportunities by exposing them to a broader world view. Any event taking place in one part of the world that can impact a population living in a remote part of the world should encourage us to bring critical citizenship issues into our classrooms.
The set of 17 global goals adopted by the United Nations under the Agenda 2030 for Sustainable Development offers a roadmap for education. Transforming education for sustainability requires the systems-shift approach. The teachers must eschew being a broadcaster and acknowledge that there are several alternative sources of knowledge. The classrooms need a redesign to elicit students’ love for learning and self – development. The pedagogy must shun predictability and encourage curiosity, innovation, and engagement. 100 Acts of Global Citizenship is an avenue at schools where students learn to become responsible citizens and engage in individual and community development.
Through this initiative, young children acknowledge that poverty, hunger, inequality, lack of opportunities, and climate change are a curse to society. In “How Will You Measure Your Life,” Clayton M. Christensen says that I want to become a person dedicated to helping improve the lives of other people, a kind, honest, forgiving and selfless. We must sow the seeds of the person our kids need to become early in life. 100 Acts of Global Citizenship Initiative helps to sprout those seeds to full blooming and aids young people in realising that kindness matters.
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Financial Express Page No. 07 Dated 23rd April 2021
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By Ashok Pandey, Director, Ahlcon Group of Schools, Delhi
The thought inspires the 100 Acts of Global Citizenship Initiative that young people are in the best position to accelerate and attain the 17 Global Goals. Though young people are inclined, many lack the necessary knowledge, attitudes and skills to drive change and impact-at-scale.
The Council brought out a comprehensive understanding of global citizenship issues, encouraging young students to identify situations and respond to them with solutions based on kindness and empathy. Thus came the introduction of “100 Acts of Global Citizenship Initiative”— the most visible manifestation and transformative effect of GCED action. The programme is effective and scalable.
The 100 Acts of Global Citizenship met with a colossal response from students and one action led to the other becoming contagious. Students completed 100 activities, wholly designed, directed and completed by students within an academic year. Students as young as ten-year-old came out with interesting project stories. For example, “Take a stand, lend a hand” – an act against Bullying talks about eradicating the menace of bullying from school life to create a better learning environment for all children.
The students conducted workshops across the school and spread awareness about the ill effects and consequences of bullying. This student driven programme gave an insight to their peers and provided them courage to take a stand and become a collective voice against this act. In yet another activity, “Quench the Thirst” – an Act of Kindness encouraged to build trust, closeness, happiness and wellbeing. This group moved around, taking responsibility for caring, understanding the causes and effects of hunger and building their self-confidence as global citizens. They organised programmes to feed the hungry, both humans and animals. ‘Wings of Education’ ‘Peace Box’, ‘Being Selfless’ are the other kindness projects entirely driven by young children. We have Year 8, Year 9 and Year 10 students who have started their initiatives, such as the Utpravan Youth Foundation, to foster student volunteerism for the SDGs; The Together Youth Foundation that successfully conducted 140 eye-check ups in partnership with another NGO-all student-led initiative.
A child typically goes to a school to ensure her cognitive development and academic success. But, flourishing a human being is more than just intellectual flourishing. Character-building and SEL skills are equally essential to pen the complete success story of individuals. Sadly, in our schools the excessive focus on academics almost robs the young children of their liaison with music, art, dance, dialogues, play, and collaboration. Ron Miller, one of today’s significant thinkers on holistic education, puts it succinctly, “Education today is not a collaborative art of mentoring and nurturing the young, but a frenzied scramble to succeed according to some external measure of success.” To ensure that every child aspires to be a helpful world citizen, we need to open them to new possibilities and new opportunities by exposing them to a broader world view. Any event taking place in one part of the world that can impact a population living in a remote part of the world should encourage us to bring critical citizenship issues into our classrooms.
The set of 17 global goals adopted by the United Nations under the Agenda 2030 for Sustainable Development offers a roadmap for education. Transforming education for sustainability requires the systems-shift approach. The teachers must eschew being a broadcaster and acknowledge that there are several alternative sources of knowledge. The classrooms need a redesign to elicit students’ love for learning and self – development. The pedagogy must shun predictability and encourage curiosity, innovation, and engagement. 100 Acts of Global Citizenship is an avenue at schools where students learn to become responsible citizens and engage in individual and community development.
Through this initiative, young children acknowledge that poverty, hunger, inequality, lack of opportunities, and climate change are a curse to society. In “How Will You Measure Your Life,” Clayton M. Christensen says that I want to become a person dedicated to helping improve the lives of other people, a kind, honest, forgiving and selfless. We must sow the seeds of the person our kids need to become early in life. 100 Acts of Global Citizenship Initiative helps to sprout those seeds to full blooming and aids young people in realising that kindness matters.
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| Financial Express Page No. 07 Dated 23rd April 2021 ******************** |
Pariksha Pe Charcha Season 4- Surprises Galore
April 8, 2021, 4:54 PM IST
Ashok Pandey is Director, Ahlcon group of schools in Delhi and member of the Governing Body of the National Council of Teacher Education. He is the recipient of the National Teachers' Award by the President of India in 2012.
April 8, 2021, 4:54 PM IST
Ashok Pandey is Director, Ahlcon group of schools in Delhi and member of the Governing Body of the National Council of Teacher Education. He is the recipient of the National Teachers' Award by the President of India in 2012.
The Hon’ble Prime Minister, Narendra Modi, set new standards in connecting with the youth in his virtual masterclass. The online interaction in a question and answer format exhibited all the synchronous-asynchronous remote learning components with rich, anecdotal content punctuated with storytelling.
Occasional references to his new edition of the book Exam Warrior was an exemplar in asynchronous referencing. The Prime Minister alluded to “eat your frog” first thing in the morning, a famous saying attributed to Mark Twain. The reference came when an anxious student wanted to know how to handle complex subjects from the prime minister. Elaborating the concept, the PM added, “we must all embrace the uncomfortable as we all tend to devote most of our time and energy on the comfortable aspects of our work and study.”
Season 4 did not confine to students and examination alone. Going beyond, the PM responded to questions from the teachers and parents ranging from parenting issues to counselling and nutrition. This time, the hallmark of PM’s class was his natural, lighthearted, next-door-saviour approach to the students’ queries. He was also very particular in identifying the students with at least one attribute they possessed.
For Tanay from Kuwait, it would have been a lifetime of a compliment for the PM to tell how beautiful, impressive voice he is blessed with. Similarly, for Suhaan of Delhi, it was utter disbelief to hear the PM say that he can surmount all his challenges with his calm, smiling and confident demeanour. The effulgent Divyanka of Pushkar Rajasthan was another recipient of the PM’s generous compliment.
The PM’s central message to all the students is not to put a lifetime of premium in one examination. In any case, the outcomes of one examination cannot determine the entire future of a child. In answer to a question that students remember everything until they reach the examination hall, the PM dealt at length about how focus, concentration, and an efficient learning process determine what we retrieve and what we forget.
Engaging in creative expressions, pursuing a hobby, not allowing ’empty-mind-moment’ are self-development techniques, PM said. Carving out moments of blissful experiences from punishing schedules are rejuvenating. He quoted his occasional time spent on his favourite swing as an example to a student who wanted to know how to find so-called free time during tight schedules of examination preparation. Turning to the enthusiastic parents, the PM offered some solid advice. Never impose your views and choices, never judge your child on external standards, and train them with motivational stories, books, movies and experiences are the time tested parenting mantras, the PM said.
April 8, 2021, 4:54 PM IST Ashok Pandey in Voices, India, TOI ********************
The Hon’ble Prime Minister, Narendra Modi, set new standards in connecting with the youth in his virtual masterclass. The online interaction in a question and answer format exhibited all the synchronous-asynchronous remote learning components with rich, anecdotal content punctuated with storytelling.
Occasional references to his new edition of the book Exam Warrior was an exemplar in asynchronous referencing. The Prime Minister alluded to “eat your frog” first thing in the morning, a famous saying attributed to Mark Twain. The reference came when an anxious student wanted to know how to handle complex subjects from the prime minister. Elaborating the concept, the PM added, “we must all embrace the uncomfortable as we all tend to devote most of our time and energy on the comfortable aspects of our work and study.”
Season 4 did not confine to students and examination alone. Going beyond, the PM responded to questions from the teachers and parents ranging from parenting issues to counselling and nutrition. This time, the hallmark of PM’s class was his natural, lighthearted, next-door-saviour approach to the students’ queries. He was also very particular in identifying the students with at least one attribute they possessed.
For Tanay from Kuwait, it would have been a lifetime of a compliment for the PM to tell how beautiful, impressive voice he is blessed with. Similarly, for Suhaan of Delhi, it was utter disbelief to hear the PM say that he can surmount all his challenges with his calm, smiling and confident demeanour. The effulgent Divyanka of Pushkar Rajasthan was another recipient of the PM’s generous compliment.
The PM’s central message to all the students is not to put a lifetime of premium in one examination. In any case, the outcomes of one examination cannot determine the entire future of a child. In answer to a question that students remember everything until they reach the examination hall, the PM dealt at length about how focus, concentration, and an efficient learning process determine what we retrieve and what we forget.
Engaging in creative expressions, pursuing a hobby, not allowing ’empty-mind-moment’ are self-development techniques, PM said. Carving out moments of blissful experiences from punishing schedules are rejuvenating. He quoted his occasional time spent on his favourite swing as an example to a student who wanted to know how to find so-called free time during tight schedules of examination preparation. Turning to the enthusiastic parents, the PM offered some solid advice. Never impose your views and choices, never judge your child on external standards, and train them with motivational stories, books, movies and experiences are the time tested parenting mantras, the PM said.
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| Financial Express Page No. 07 Dated 12th Feb. 2021 ******************** |
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| Financial Express Page No. 07 Dated 16th Jan. 2021 |
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| Financial Express Page No. 07 Dated 29th Dec. 2020 |
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| Financial Express Page No. 09 Dated 1st Jul. 2020 |
An enriching platform to get insights into the changing scenario of the education world. Grateful to all the mentors.
ReplyDeleteAll the articles by Director Sir, Dr Ashok Kumar Pandey provide deep insights. Gratitude Sir.
Thank you Mam..
DeleteThank you for storing all gems in a treasury.Its a one stop for all references.Sirs articles always give a rare insight.Commendable initiative Dr.Ashish!!
ReplyDeleteThank you Mam..
DeleteNice Post......Thanks For Sharing this More Visit us
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