SSC results: Some students overcome more than just exam jitters to emerge successful
On Tuesday, Kanta Mhaske (70) was out collecting waste when someone told her that the Class Xth results were out. With trepidation in her heart, Mhaske wnr to check the results of Sneha, her only granddaughter. 'It was unbelievable, my granddaughter had passed with more than flying colours- scoring 81 per cent. She managed to score 87 per cent in English and 90 per cent in Marathi,' beamed Mhaske. But Sneha, the girl of the moment, was not beside her- she was in her village.
'We have been trying since morning to get in touch with her-but phone connections are not good. Once she returns we will distribute sweets' said the proud grandmother. Sneha had lost both her parents when she was just 8 years old, her grandmother managed to eke out a living, working as a waste worker. 'I am sure she will shine in the future,' said the grandmother who is a member of the Kagad Kach Patra Kashtakari Panchayat (KKPK)- the trade union of waste workers in Pune.
Children of waste workers like Mhashke fought not just academic pressures when they appeared for their board examinations. Physical work and poverty at home forces most students like Sneha to work along with their parents in collecting waste and wrestling for time in between to study. Bismilla Daval Mulla, daughter of Daval Mulla, had scored 82 per cent. Daval, who collects waste in the Sinhagad Road area of Pune is a member of the Swach Cooperative and is very proud. 'She dreams of becoming a teacher and wants to teach underprivileged children for free,' he said.
Among the many successes Komal Gaikwad (26) and Priyanka Kamble (28) stood out for deciding to go back to studies even while working, and successfully passing in their exams. Gaikwad had lost her husband during the COVID pandemic but said she wanted to clear the board examinations to set an example for her children. For Kamble, the teachers at the Ramabai Ranade School were extra helpful as they allowed her to study even if she was late to her classes due to work. Kamble credits her husband as her inspiration for her studies.
Hashtags
Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles
Indian Express
6 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
Time of India
7 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!
The Hindu
9 hours ago
- The Hindu
Schoolchildren spread ‘green' message through their paintings
Visakhapatnam The Hindu Future India Club (FIC) and AMNS organised a painting and elocution competition for school students from across Visakhapatnam, at Visakha Public Library on Thursday, marking the World Environment Day. The speakers stressed the need for environmental protection and gradually phasing out the use of plastic products. The painting made by the participants vividly depicted the role of every citizen in working collectively for environmental protection. 'My daughter, B. Prathyeka, a student of Delhi Public School, got the first prize in the painting competition. Such events give wings to the creativity of children and hone their talent. I am sure this programme will be a good experience for all participants,' says Sailatha Behara, a parent of a praticipant. Model building Symbiosis Technologies (Visakhapatnam) CEO O. Naresh Kumar, who participated as the chief guest in the programme, said, 'The government should focus on constructing at least one model green building in each district. So far, there is not a single green building of 100% compliance with the mandatory parameters in the State. The government should promote green concept by exempting taxes on e-vehicles,' he said. Mr. Naresh Kumar praised The Hindu and AMNS for organising such competitions for schoolchildren. AMNS Head (HR&Admin) D.S. Varma said, 'With the joint initiative of The Hindu and AMNS, nearly one lakh saplings have been planted so far.' The painting competition was judged by freelance artist Sandhya Patnaik Chowdhuri, while the elocution competition was judged by S.V. Rama Rao, Senior Lecturer in English at Dr. V.S. Krishna Government Degree & PG College (A), Visakhapatnam. Students from the city and its surrounding areas participated in the competition. Students from classes 5-7 were considered juniors, while students from classes 8-10 were considered seniors. Winners of the painting in junior category were B. Prathyeka of Delhi Public School - Vizag steel plant (first prize); D. Rithik Sai of Sri Prakash School, TPT Colony (second prize); Aarvi Gupta of Kendriya Vidyalaya-2 Nausena Bagh (third prize). The consolation prize winners were Ch. Jasmitha Padman (Visakha Valley School), K. Tanmayee Sharvya (Sri Prakash KGH), B. Tanvi Praneetha (Timpany School). Painting senior category winners were Ch. Bhavagya of Sri Prakash Sidhartha (first) , Tasmia Sabreen of Bharatiya Vidya Bhavan (second), J. Hemanth of DAV Public School (third). Biswa Chowdhary of SSV Gurukulam), Ch. Ritvik Achal of Sri Prakash School, TPT Colony, and Vasi Ullah Sajid of Bharatiya Vidya Bhavan's NHS won consolation prizes. In the elocution competition in junior category, the winners were G. Bhuwana of KV1 Sri Vidya Nagar Colony (first), Ch. Jasmitha of Visakha Valley School (second), P. Srinidhi of DAV, Buchirajupalem (third). The consolation winners were K. Tanmayi Shriya of Sri Prakash School, Kapuluppada, B. Tanvea of Timpany School, and Shabeena of School of Wonderkids. In the senior category, the winners were Y. Poorintha of VT High School (first), S. Poojitha Akshra of Kendriya Vidyala, SVN (second), P. Aakshitha of Presidential School (third). The consolation winners were M. Pranavi of VT High school, AV Viswas of SSV Gurukulam and Y. Kankshitha of Satya Sai Vidya Vihar.
