Latest news with #Educational
New Indian Express
30-05-2025
- Health
- New Indian Express
Centre asks states to run special drives enforcing anti-smoking rules
NEW DELHI: The Centre has directed all states to undertake special drives to enforce rules banning smoking in public places, prohibiting the advertisement of tobacco products and prohibiting the sale of tobacco products without statutory pictorial warnings to observe World No Tobacco Day on May 31. In a letter to all the states/UTS, the Health Ministry said the states should prepare and launch an action plan for implementing the revised guidelines for Tobacco-Free Educational Institutions (ToFEI, 2019) at all state-level events, 'aiming that all the educational institutions implement the guidelines strictly and be certified as tobacco-free.' The states were also asked to undertake other activities for the WNTD campaign, including carrying out print media coverage, pamphlets in schools, wall paintings, hoardings, awareness drive through celebrities, public announcements, social media campaign, television, radio jingles, street plays, among others for creating awareness about the harmful effects of tobacco use. The ministry asked the states to share an action taken report within 10 days after WNTD 2025. 'In previous years, states/UTS have actively observed World No Tobacco Day by carrying out campaigns, organizing various activities and enforcing the Provisions of the COTPA, 2003 and PECA, 2019. The successful and strong participation on this day would bring visibility to the National Tobacco Control Program's efforts in reducing tobacco and nicotine use in India,' said V. Hekali Zhimomi, Additional Secretary in the Union Health Ministry.
Time of India
23-05-2025
- Politics
- Time of India
After caste survey, T to develop backwardness index for sub-groups
1 2 Hyderabad: In a major initiative aimed at advancing data-driven and equitable policymaking, the Telangana Planning and Development Society (TGPDS) is developing a composite backwardness index (CBI) for each of the state's sub-castes. This will be the first effort of its kind at the state level to provide a statistically grounded, objective measure of relative backwardness across communities. The index is being built using data from the Social, Educational, Employment, Economic, Political and Caste (SEEEPC) Survey conducted in 2024. The CBI will quantify levels of disadvantage using quartile-based statistical analysis and provide both aggregate and category-specific rankings of sub-castes based on multiple socio-economic dimensions. The development of this index is being overseen by an expert working group chaired by retired Justice Sudarshan Reddy, constituted in March this year. The initiative draws inspiration from the Mandal Commission, which used 11 key indicators to evaluate the backwardness of sub-castes at the national level. Sources said the committee is planning to finalise the report within a month. The CBI will provide an ordinal ranking of sub-castes, alongside individual scores across seven comprehensive domains: Social status, educational attainment, living conditions, occupation, income levels, ownership of movable and immovable assets, and access to banking and financial services. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like Tukarkan Bitcoin dan Ethereum - Tanpa Dompet Diperlukan! IC Markets MULAI SEKARANG Undo In total, the analysis is expected to include up to 43 parameters. Recent meetings of the expert group—held in Hyderabad and followed by a review session in Delhi—focused on finalising the data and statistical methodology for the CBI. During these sessions, the committee also reviewed preliminary findings, discussed modelling techniques, and reached consensus on visual and analytical frameworks to present the results clearly and meaningfully. In a forward-looking recommendation, the committee has urged the state govt to develop an AI-powered natural language interface to enable researchers to engage with the SEEEPC dataset in aggregated form. This tool would ensure privacy and confidentiality at the household level, while making data accessible for deeper academic and policy analysis, promoting transparency and evidence-based dialogue. "The development of the CBI is rooted in the constitutional values of justice, equity, and inclusion," said Praveen Chakravarty, coordinator of the expert group. "There is consensus on the methodology, the parameters of analysis, the representation of findings, and most importantly, the need to base policy decisions on grounded, inclusive data," he said. The SEEEPC survey covered over 3.55 crore individuals across Telangana, collecting data from 243 sub-castes, including options for individuals identifying as 'no caste' or 'others'—recognising diversity and respecting the right of individuals to self-identify. The scope of the survey spans 75 indicators, touching every aspect of daily life—social, economic, occupational, educational, and beyond. The expert committee is composed of nine full-time members, supported by a group of special invitees who bring a wide range of expertise from sociology, caste studies, public policy, law, history, economics, and statistics.
Yahoo
14-05-2025
- Yahoo
Manhattan school implements new cellphone policy
MANHATTAN (KSNT) – A new policy at Manhattan High School will prohibit cellphone use during classes and instructional times. 27 News reached out to USD 383 to learn more about the policy changes this week. Manhattan High School Principal Michael Dorst said administrators feel the policy will help increase meaningful instructional time and student engagement. The Kansas Department of Education (KSDE) initiated a Blue Ribbon Task Force last year to look into how the state's schools should structure their cellphone policies moving forward. A total of 30% of students profiled said they got distracted by using digital devices and 21% said they were distracted by other students using digital devices, according to the report. Dorst said the school's new policy will still allow students to use devices before school, after school, during passing periods and during lunch. He said offenses from the previous semester won't carry over to the next. 'It's absolutely heartbreaking': Seven puppies found abandoned in Jefferson County 'At the beginning of each class period, students are required to place all personal electronic devices in a classroom carrier,' Dorst said. Students caught using a device in class may experience the following disciplinary actions: First offense: Reminder and documentation. Second offense: Student will be instructed to put their electronic device in a school safe pouch, the student will be issued a lunch detention and be issued a five-day ban on using personal electronic devices. Third Offense: Must put devices in the school safe pouch, serve five days of lunch detention and are banned from using personal electronic devices for five days. Fourth Offense: Safe Pouch use, one-day in an 'Alternative Educational Environment' (AES), and a semester-long ban on using personal electronic devices. Subsequent Offenses: Meeting with parents and principal, additional AES days. 'We feel that this policy will help increase our meaningful instructional time and student engagement,' Dorst said. 'It will also help mitigate the dependency that many students have developed with personal electronic devices.' Why are flags to fly at half staff on Thursday in Kansas? The KSDE first revealed its plans to form a blue-ribbon task force headed by Commissioner of Education Randy Watson to investigate the non-academic use of cell phones in the state's classrooms in July 2024. The task force, consisting of students, teachers, administrators and other educational representatives, overwhelmingly voted in favor of approving a ban on phones for all grade levels during the school day in October 2024. Some Kansas schools, such as Seaman High School in Shawnee County, have already implemented a 'zero tolerance' policy regarding cell phones in the classroom. Phone bans are aimed at helping students fight anxiety and increase focus. Dorst said the new rule will go into effect once the Board of Education approves the handbook in early June this year. You can view the updated school handbook by clicking here. For more local news, click here. Keep up with the latest breaking news in northeast Kansas by downloading our mobile app and by signing up for our news email alerts. Sign up for our Storm Track Weather app by clicking here. Copyright 2025 Nexstar Media, Inc. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.
Hans India
01-05-2025
- Politics
- Hans India
How Telangana's Caste Census Offers a Blueprint for the Centre
As the Centre signals a shift in its stance by announcing its intent to include caste data in the upcoming national Census, the spotlight turns to Telangana, which has already completed one of India's most detailed caste surveys to date. The Telangana 2024 Social, Educational, Employment, Economic Caste Survey (SEEEPC)—often referred to as the state's caste census—wrapped up in February 2025. Covering nearly 98% of the population, the survey recorded data on over 3.5 crore people across 245 sub-castes, gathering information in 74 categories, including education, employment, income, discrimination, and social mobility. Over 1 lakh enumerators conducted door-to-door data collection across 33 districts and 94,000+ blocks in just two months—making SEEEPC a data-driven marvel and, arguably, the most extensive caste data effort since the Mandal Commission in 1980. Why a Caste Census Matters The rationale behind a caste census is simple yet powerful: to identify social disparities and craft policies based on evidence rather than assumption. Consider this: Every CEO or MD of a NIFTY 50 company belongs to an upper caste. Nearly all 12,000 manual scavengers are Dalits. 95% of India's billion-dollar startup founders come from upper castes. Meanwhile, 95% of gig workers at the bottom rung are from Dalit, backward, or minority communities. Are these patterns a result of structural discrimination, lack of access, or poverty? A caste census can help answer this question with data. Learning from Telangana Unlike traditional enumerations, Telangana's SEEEPC survey focused on three key dimensions: Population Share – the numerical strength of caste groups. Participation Share – their access to education, jobs, and income. Representation Share – their presence in politics, business, media, and other spheres of influence. This multi-dimensional approach offers a holistic view of where caste groups stand—not just in terms of numbers but in life outcomes and opportunities. Moreover, the design of the survey was deeply rooted in local context. Issues like inter-caste marriage, social discrimination, and access to public spaces were examined. Experts argue that such nuances can't be captured by a top-down bureaucratic approach; they require input from sociologists, local communities, historians, and civil society—something Telangana's model emphasized. Beyond Headcounts: What a Caste Census Can Reveal Critics often reduce caste census debates to reservation politics. But experts caution that this misses the point. A caste census is a scientific, empirical exercise to understand the depth and scope of inequality. It is not a reservation policy in itself. In fact, the Supreme Court has repeatedly ruled that caste-based policies must be backed by rigorous data and expert analysis, not just historical classifications. Thus, a credible caste census becomes foundational for informed policymaking. Some argue that poverty, not caste, is the real barrier. Even Prime Minister Modi has made this claim. But Telangana's findings challenge this narrative—showing that caste remains a stronger determinant of life outcomes than economic status at birth. A Welcome Shift The Modi government's unexpected announcement to conduct a caste census represents a significant policy pivot—one that reflects the growing political consensus around the need for data-backed governance. Opposition leader Rahul Gandhi has championed this cause, calling caste data the "X-ray" of Indian society. As the Centre moves forward, Telangana's experience offers vital lessons: involve communities, design carefully, and focus on outcomes—not just numbers. In a country deeply divided by caste, the solution may lie in confronting the data, not avoiding it.
Al-Ahram Weekly
18-02-2025
- General
- Al-Ahram Weekly
Celebrating 110 years of the Coptic Girls College - Features - Al-Ahram Weekly
At the stroke of 11am last Saturday, the Coptic Girls College in Abassiya in Cairo opened its doors to welcome His Holiness Pope Tawadros II, pope of Alexandria and the see of St Mark. He was greeted by a group of students dressed in Pharaonic attire to celebrate with the students, teachers, staff, and members of the Coptic Association for Charitable, Educational, and Social Activities, which has played a significant role in the college and marking 110 years since its founding. The pope unveiled a commemorative plaque marking his visit and toured the college buildings, the association, and the attached institute, and visited the church associated with the school. After the students presented various activities in honour of his visit, he said that 'I am very happy today, and my happiness has many reasons, the most important of which is the presence of all the girls studying in this prestigious college, which we celebrate a decade after its 100th year. This is a rare occurrence for any school in Egypt.' 'Egypt has an advantage that is not found anywhere else in the world because Egypt has experienced seven civilisations — Pharaonic, Coptic, Islamic, African, Arab, Mediterranean, and Graeco-Roman — making us, as Egyptians, very rich in culture. We should be happy as children, young women, and professors and take pride in belonging to this sacred and blessed land.' 'We must also make the word 'success' our target, as it is the most precious word. If we want to be successful in our academic, professional, and personal lives, success can be achieved through four sources,' the pope said. 'The first is organisation; a student must be organised in everything, in his or her time, in eating, studying, play, and work. The second source is hard work and activity. The third is to have faith and confidence in God that one's efforts will not go to waste. The fourth source is to have love for doing things — love for school, love for education, love for the teachers, love for our siblings, friends, and classmates at school.' At the end of his speech, the pope said, 'I thank you very much, and I extend special thanks to every teacher because the teacher is the one who shapes the person. The teacher is the one who builds the nation.' During the reception at the college, the pope watched a documentary film about the history of the association and the college, the journey behind its establishment, and the prominent figures among its graduates. He expressed his greetings and appreciation to all the workers in the association, the college, and the associated Institute, praising the role they play in raising the new generations and serving the community. Maggie Morris, chairperson of the association, presented the pope with a commemorative gift, and after his speech, the pope also presented a commemorative gift to the association and the college. This was a plaque inscribed with the words 'Blessed be Egypt my people' in three languages: Coptic, Arabic, and English. Various public figures, board members of the association, school directors, and a group of journalists attended the celebration. At the end of the ceremony, the association presented the attendees with a commemorative 228-page book about the college prepared by writer and researcher Rami Atta, a professor and head of the Journalism Department at the International Higher Institute for Media, Shorouk Academy, and the writer and researcher Rami Gamal, a member of the Coptic Press Committee and Librarian of St Mark's Library for Research in Heliopolis. The book documents the college's rich history and contains many photographs and newspaper clippings recordings its work in educating Egyptian young women in a way that makes a difference for the mothers of the future and creates distinguished new generations. HISTORY: The foundation stone of the Coptic Girls College was laid in 1914 to prepare Egyptian and Arab girls who would be knowledgeable about the history of their country, proud of their traditions, and raised on religious principles. The idea of establishing the college is credited to Marcus Hanna Pasha, minister of public works in the government of then prime minister Saad Zaghloul, who was supported by various leading Copts in 1910 and collected the necessary funds for the project. Marcus Pasha Simaika (1864-1944), a politician and founder of the Coptic Museum in Cairo, served as treasurer, while Naguib Pasha Boutros Ghali was the head of the college committee. Several other notable Copts volunteered to assist with money or influence. Lists of donations or other forms of aid were published in newspapers such as Misr, Al-Watan, and Al-Muqattam, with everyone extending a helping hand. Young workers working on the railway in Luxor pledged to donate 10 per cent of their salary to the project, despite the small amounts they received. Donations were not only received from within Egypt but also came from Sudan. Other charitable associations also participated. Women's groups extended a helping hand with donations to the School. Pope Kyrillos V, the 112th patriarch, agreed to be the honorary president of the Coptic Girls College. He wrote to Naguib Ghali Pasha informing him of his satisfaction with the project and issued a circular on 27 December 1910 directed to archbishops and bishops in the regions and community members everywhere, urging them to be a supporter of the committee in implementing the project. 'Considering that this project is of great importance for the benefit of the nation, we are very pleased with this noble work, and our conscience is at ease in placing it under our patronage. We hope for your enthusiasm and for the good efforts of the blessed sons of the Christian community in your diocese to participate in this charitable work.' The college was established on an area of 10,500 square metres owned by the Public Properties Authority and purchased at a modest price. The government donated land equivalent to two feddans in Abassiya east of the Italian Hospital. Monsieur René Voss, then chief engineer of the Egyptian Railways, designed the buildings pro bono, with these including two wings: the first for classrooms and annexes accommodating 300 students, and the second for dormitories. Due to initially insufficient funding, the work was limited to constructing the first wing at a cost of LE7,300. The college was officially opened on 6 November 1931 in the presence of Patriarch Anba Youannis, who donated money to the college along with other dignitaries and prominent Copts. At the time of its opening, the college had 55 female students in kindergarten, primary, and secondary stages. Simaika Pasha requested king Farouk to place the college under the patronage of Princess Fawzia to educate girls in religious and moral principles and to raise them in a climate that would instill good manners and help them to obtain primary and secondary certificates. The college would also provide higher education for those who wished to pursue it, as well as teach foreign languages. French and English were made the languages of instruction on an equal basis, and each student had the freedom to choose the language they wished to learn. The first headmistress of the college was Miss G K Leslie, an English woman who had been the director of several secondary schools in England and Palestine before coming to Cairo. In appointing teachers for the college, whether Egyptians or foreigners, she insisted that they held higher degrees. The English teacher held an MA degree, for example, and all the Egyptian teachers were graduates of the literary and scientific sections of the then Secondary School for Teachers. The kindergarten teacher held a certificate from the additional section of the Bulaq School for Teachers. Tuition fees were LE25 for the kindergarten stage to the college. The college organised many lectures that contributed to enriching the city's cultural life. One of the most famous was held in March 1933, when a lecture on the hymns of the Coptic Church was attended by nearly 2,000 people. English musician Newland Smith spoke about the hymns of the Coptic Church and their connection to the hymns of the ancient Egyptians. A spacious tent was set up containing a large organ to play the hymns and 12 volumes of music. The tent was paid for by Raghib Moftah, an Egyptian musicologist and scholar of the Coptic musical heritage, the organiser of the event, and it was held two years after the college's inauguration. Meals for the poor were organised by the Society of Friends of the Holy Scripture at the College, which sometimes had more than 1,000 members. One tradition that continued at the college was gathering people around tables of food during the holy month of Ramadan in the grand hall. The first secondary event took place on 28 May 1932 for notables of the Coptic community in Cairo and relatives of the college students. People visiting the college today may be struck by the sight of the students in uniforms standing in orderly rows and carrying weapons. No sound can be heard except military orders, to which they respond swiftly and forcefully. A girl who has been accustomed to the spirit of soldiering from a young age is strong not only in her home and work but also in her country. On national occasions, the college students are keen to participate in symbolic groups in military parades. One of the most famous figures who visited the Coptic Girls College in May 1935 was Patriarch Anba Younnis, accompanied by His Grace Anba Timotheus, the Metropolitan of the Diocese of Daqahliya, and politicians Mustafa Al-Nahhas Pasha and Makram Ebeid, who were received with a storm of applause. The Coptic Girls College in Abassiya has graduated many young women who have contributed significantly to society and excelled in their fields, presenting honourable models for Eastern communities. These girls studied there until high school, after which they joined universities and graduated. Some of them have become well-known and prominent figures in Egyptian society, among them Farkhunda Hassan, Leila Takla, the actress Nabila Ebeid, the famous TV anchor and actress Nagwa Ibrahim, and the journalist and writer Fatma Naout. 19 Sarayat Street, the address of the Coptic Girls College in Abassiya, has become a place with a history of pride and honour. * A version of this article appears in print in the 20 February, 2025 edition of Al-Ahram Weekly Short link:
