logo
RBANM's Educational Charities celebrate Founder's Day

RBANM's Educational Charities celebrate Founder's Day

The Hindu14-05-2025

U
RBANM's Educational Charities celebrated Founder's Day on May 14 on the occasion of the birth anniversary of renowned philanthropist Dharmarathnakara Rai Bahadur Arcot Narrainsawmy Mudaliar.
Arvind Narrain, Secretary of the RBANM, spoke about the relevance of the Founder's vision today, saying, 'The Founder's notion on wealth was for the benefit of society and the definition of philanthropy is the diffusion of knowledge, precisely what he did with his endeavours.' He elaborated on the institutions that the Founder established as a part of his efforts to eradicate caste and gender discrimination, like the free English school in the Cantonment area, and the Govindammal school for the free education of girls.
Gyanamurthy, currently part of Rotary International and an alumnus from 1950, shared an anecdote on how they were taught the meaning of charity in school. 'We were each given a sweet and asked to share it with a downtrodden child if we wanted one for ourselves, but we ended up sharing both,' he recalled, learning that charity means to become poor after giving.
The event concluded with a musical rendition by folk artist and researcher Shilpa Mudbi. She presented her social take on the Yellamma folk story and informed the audience how the folk form has been able to create moments of community catharsis.
Faculty from various departments presented original poems in Tamil, Hindi, and English on the topics of Dalit resistance, womanhood, and social identity.
Representatives from over eight institutions marked their presence along with members of the board.

Orange background

Try Our AI Features

Explore what Daily8 AI can do for you:

Comments

No comments yet...

Related Articles

CBSE mother tongue policy should be implemented through dialogue, not diktat
CBSE mother tongue policy should be implemented through dialogue, not diktat

Indian Express

time5 hours ago

  • Indian Express

CBSE mother tongue policy should be implemented through dialogue, not diktat

As of May, the Central Board of Secondary Education has released approximately 30 academic circulars and numerous examination, affiliation and miscellaneous documents. These include assessment guidelines, teacher training programmes, student enrichment activities, curriculum updates and policy implementation. Educators are now grappling with the latest, mandating the implementation of mother tongue-based instruction in the foundational and preparatory stages of schooling. From the Kothari Commission (1964 to 1966) to the National Policy of Education (1968), the Yashpal Committee (1993), National Curriculum Framework (2005, NCF) along with UNESCO, NCERT and numerous global developmental psychologists and even the National Education Policy (2020) have all highlighted the importance of mother tongue-based learning in foundational years (three-eight years). The NCF 2023 directed schools to make the process more structured and explicit, and align it with global best practices. Several studies show that children learn best when taught in their home language because it brings emotional security and concept retention. In fact, it has been argued that learning in an unfamiliar language disconnects the child from real-world experiences, reduces classroom participation and often delays understanding. In places where tribal languages or dialects have been set aside, this step can pave the way towards linguistic equity and educational justice. This is an aspirational policy, but the learning ecosystem is fragmented. In order to implement it in letter and spirit, all stakeholders will have to be involved. Schools can create a language policy after surveying the home languages of their students. With schools mapping language groups and deciding on bridge programmes by allocating resources and teachers accordingly, parents can make an informed choice. In heterogeneous schools, using the mother tongue is not about enforcing one language, it's about embracing linguistic plurality and making children visible. In order to respond through a balanced strategy, parents have to be informed that both the NEP and the NCF support additive bilingualism with strong foundations in the home language along with systematic learning of English. If the mother tongue is positioned as the foundation and English layered in contextually, it will become a bridge. Across socio-economic strata, Indian parents see English-medium education from the foundational years as the key to success. For some, mother-tongue instruction feels regressive. There will be an aspirational mismatch because the mindset behind English-medium education has been driven by media, advertising and peer pressure. Teachers will be left to mediate between parental anxiety and policy mandates, without support or community engagement. Teachers may themselves feel overwhelmed by the push towards mother tongue-based multilingual instruction, especially in heterogeneous English medium schools. Most teachers are trained to teach in English or Hindi, or their regional language and English, not in pedagogical strategies or multilingualism. Handling multiple languages without lesson plans can be difficult for them. Assessment also offers challenges in evaluating learning across languages, especially when tools are monolingual. Teachers are expected to manage language equity, curriculum delivery and concept clarity without training, material, or time. Support, not imposition, is the way forward, if we want multilingualism to become a strength, not a burden. A teacher may speak the mother tongue fluently but may not be able to explain concepts pedagogically in that language. He or she may lack academic vocabulary or age-appropriate phrases. They may not know how to create learning materials or assess learning in the language. Unless they are trained to teach the language, the instruction will not succeed. Parents, too, need to be made partners in this transition. It is important to give them a roadmap of how children will transition in reading and writing fluently in both their mother tongue and in English. A greater load has been added without reducing academic responsibilities. Planning for a multilingual class requires more time, in addition to the regular work that teachers do. If we want children to learn with joy and meaning, then their teachers must be supported with empathy, time and trust. The policy has to be a dialogue, not a diktat. Mother tongue-based education is a vital tool in addressing the global learning crisis. In order for it to succeed, the CBSE and state education departments must move beyond circulars and compliances to systemic support, or the gap between policy and practice will widen. Schools should be given a two-to-three-year transition window starting with oral exposure, creating classroom levels for language mapping, developing multilingual lesson plans, differentiated assessments, resource kits and teaching aids. Oral and non-verbal rubrics that measure conceptual understanding need to be created. Experienced multilingual resource persons should conduct workshops for teachers of foundational years because they need to be partners in reform. A common instructional language should be chosen, while the mother tongue can be taught through songs, stories, language activities, traditional games, audio libraries and AI-driven technologies. Urban schools, especially in metros, are an example of India's internal migration and cultural plurality. Classrooms include children who speak a variety of mother tongues — Malayalam, Bengali, Tamil. Marathi, Kannada and others — within the same learning space. This linguistic landscape calls for context-sensitive handling rather than a one-size-fits-all approach. The policy has great potential but without clarity in execution, it will become merely symbolic. The benefit of the mother tongue in the foundational years can only be realised with the help of supportive parents and trained teachers, who will design it not merely as a linguistic shift but a reimagining of childhood and learning. The writer is chairperson and executive director, Education, Innovations and Training, DLF Foundation Schools and Scholarship Programmes

SSC JHT recruitment 2025 application begins: Register online by this date, check direct link here
SSC JHT recruitment 2025 application begins: Register online by this date, check direct link here

Time of India

time6 hours ago

  • Time of India

SSC JHT recruitment 2025 application begins: Register online by this date, check direct link here

The Staff Selection Commission (SSC) has opened the application window for the SSC Junior Hindi Translator (JHT) Recruitment 2025. This recruitment drive offers opportunities for candidates aiming to secure government jobs in language translation and related roles across various ministries and departments. A total of 437 vacancies have been announced for posts including Junior Hindi Translator, Junior Translator, Senior Hindi Translator, and others under Group 'B' Non-Gazetted categories. The application window will remain open until June 26, 2025. Interested candidates must meet the required eligibility criteria, including specific educational qualifications and age limits, before applying. The selection process includes two written papers followed by document verification and a medical exam. SSC JHT 2025 Important Dates Aspirants can check SSC JHT application schedule here: Application Start Date: June 5, 2025 Last Date to Apply: June 26, 2025 (11:00 PM) Last Date for Online Fee Payment: June 27, 2025 Application Correction Window: July 1–2, 2025 Who is eligible to apply? Candidates who are interested in applying for SSC JHT recruitment examination must fulfill the following eligibility criteria: Age Limit: 18 to 30 years as of August 1, 2025. Age relaxation is applicable as per government norms. Educational Qualification: Master's degree in Hindi with English as a compulsory or elective subject, or vice versa. Alternatively, a Master's degree in any subject with Hindi and English as compulsory or elective subjects. SSC JHT Application Process 2025 The application process for SSC JHT recruitment 2025 will be conducted in online mode. Check steps to apply here: One-Time Registration (OTR): Candidates must complete the OTR on the SSC's new portal at . Online Application: After OTR, fill out the application form and upload necessary documents, including a real-time captured photograph and signature. Fee Payment: Pay the application fee online. Direct link to apply for SSC JHT recruitment 2025 After submitting the application form, candidates are advised to download the acknowledgement slip for future reference. For detailed information about SSC JHT recruitment 2025, visit the official SSC website. Ready to navigate global policies? Secure your overseas future. Get expert guidance now!

SSC JHT Recruitment 2025 Application Begins: Eligibility, Pay Scale, Direct Link To Apply
SSC JHT Recruitment 2025 Application Begins: Eligibility, Pay Scale, Direct Link To Apply

News18

time7 hours ago

  • News18

SSC JHT Recruitment 2025 Application Begins: Eligibility, Pay Scale, Direct Link To Apply

SSC JHT Recruitment 2025: The Staff Selection Commission (SSC) has commenced the application process for the Combined Hindi Translators Examination 2025. Interested and eligible candidates can apply for the Hindi Translator posts under various departments on the official website – The application process for the Group 'B' Non-gazetted posts of Junior Hindi Translator, Junior Translation Officer, Junior Translator, Senior Hindi Translator, Senior Translator and Sub-Inspector (Hindi Translator) for various Ministries/ Departments/ Organizations of the Government of India will be open until June 26, 2025.

DOWNLOAD THE APP

Get Started Now: Download the App

Ready to dive into the world of global news and events? Download our app today from your preferred app store and start exploring.
app-storeplay-store