Latest news with #NEP
The Hindu
10 minutes ago
- Business
- The Hindu
IIM-K unveils Gyanodaya centre
The Indian Institute of Management - Kozhikode (IIM-K) has launched Gyanodaya Centre for Pedagogical Innovation and Publishing, a first-of-its-kind initiative designed to build a vibrant, inclusive, and globally relevant knowledge ecosystem. Announcing this latest centre of excellence (CoE), IIM-K Director Debashis Chatterjee said, 'The future of education lies not just in delivering knowledge, but in reimagining how it is created, contextualised, and shared.' 'Gyanodaya is the IIM-K's leap toward that future. Envisioned as a CoE under IIM-K's 'Vision 2047' and aligned with the aspirations of India's National Education Policy [NEP], the Centre aims to become a crucible for cutting-edge pedagogy, publishing excellence, and knowledge sharing grounded in Indian wisdom and global best practices,' he added. Professor Atanu Adhikari, the founding Head of Gyanodaya, said, 'Gyanodaya is built on the tenets of pedagogical excellence, global relevance, and the sharing of indigenous knowledge. We aim to establish a win-win-win model — where learners, authors, and institutions benefit symbiotically.' Gyanodaya addresses both immediate and long-term academic needs. In the short term, it focuses on developing and disseminating peer-reviewed content, including case studies, simulations, monographs, books, and research notes. Over time, the Centre aims to become a global hub for educational innovation, fostering collaboration among institutions, faculty, and practitioners worldwide. The centre has already made a strong start — over 30 original case studies, accompanied by detailed teaching notes, have been published, spanning disciplines from marketing and finance to the humanities and liberal arts. To maintain academic integrity and publishing efficiency, the centre operates with the support of Pandulipi, a home-grown online manuscript management platform developed by IIM-K's web team. The platform facilitates seamless submissions and incorporates a three-stage peer review system, with reviewers chosen for both domain expertise and pedagogical insight.
NDTV
6 hours ago
- General
- NDTV
How CBSE's Competency-Based Assessment Improves Real Learning In Schools
The Central Board of Secondary Education (CBSE) has taken a major step to improve the quality of education by introducing the Structured Assessment for Analysing Learning (SAFAL) for all its affiliated schools starting from the academic session 2025-26. This move is in line with the goals of the National Education Policy (NEP) 2020, which aims to shift learning from memorisation to real understanding and skill-building. What is SAFAL? Launched in July 2021, SAFAL (Structured Assessment for Analysing Learning) is a competency-based diagnostic assessment designed to help schools and teachers evaluate how well students understand key concepts. It is not a competitive or qualifying exam but rather a tool to improve teaching and learning. In 2024, over 10,000 CBSE-affiliated schools in India and abroad participated in SAFAL. Following its success, the assessment is now compulsory for students of Class 6 and Class 9 in the upcoming academic session. This means it will include students who completed Class 5 and Class 8 in 2024-25. Registration Timeline SAFAL 2025-26 School Registration is open from July 8 to July 22, 2025. Schools can register through the SAFAL portal using their LOC (List of Candidates) credentials: Why SAFAL Matters SAFAL is designed to: Evaluate real learning instead of rote memorisation. Test critical thinking, problem-solving, and application of knowledge. Help schools identify learning gaps, adjust their curriculum, and improve teaching. Keep school-level results confidential, avoiding unhealthy comparisons. Guide teacher training and improve classroom strategies. Provide insightful data for long-term planning and support. CBSE has also introduced a competency-based assessment framework for Classes 6-10 in English (Reading), Science, and Mathematics, as part of its Competency-Based Education Project. How Will Schools Benefit? Each participating school will receive: A school-level performance report showing how students performed in key competencies. Data to help with academic planning, teacher training, and resource allocation. Insights to involve parents and school communities in improving learning outcomes. The data will be used for continuous improvement, not ranking or judging. CBSE has made it clear that no special preparation is needed, and regular classroom teaching is enough to perform well in SAFAL. Moving Forward By adopting SAFAL and moving away from rote-based evaluations, CBSE aims to: Motivate the education system to embrace competency-based learning. Help students develop analytical and inquiry-based skills. Improve the overall quality of education across both government and private CBSE schools. As India transitions into a new era of education under NEP 2020, SAFAL serves as a foundation to reshape assessments and empower learners, teachers, and schools alike.
India Today
10 hours ago
- General
- India Today
How are CBSE schools adapting to the new language policy mandate?
The idea that a child learns best in the language they first speak is gaining traction and policy support. As part of the National Education Policy (NEP), schools have been urged to adopt mother tongue-based instruction in the foundational years. This has prompted an immediate response from many leading institutions across India, not just in policy but in pedagogy.'Schools have started using the mother tongue as a medium in classroom instruction,' said Harish Sanduja, Director Schools and IT at Jaipuria Group of Educational Institutions. 'Books, story material, and audio-visual aids in local languages are being introduced. Teachers are undergoing orientation, and bilingual learning tools are being created to support students in the shift.'advertisementIn a similar effort, Sanamdeep Chadha, Director of Genesis Global School, shared that her school has initiated a phased implementation, beginning from KG to Class 2. 'Our first step was tracing the language background of our students. We're recruiting teachers proficient in these languages and rolling out pilot classes before scaling up.'HUMAN CAPITAL CHALLENGE One of the most immediate hurdles schools face is staffing, finding educators fluent in regional languages and trained in modern pedagogy.'Recruiting teachers for multiple regional languages is one massive undertaking,' said Dr. Alka Kapur, Principal of Modern Public School, Shalimar Bagh. 'For now, we'll wait for further CBSE instructions and upskill the existing staff using digital tools and language proficiency incentives.'Genesis Global is taking a community-integrated route. 'We're working with local training centres to create short-term certification programs and bringing in retired teachers and community members,' said Chadha. 'This adds authenticity to language inputs in the classroom.'Meanwhile, in states like Uttar Pradesh, where Hindi dominates, the challenge is relatively muted. 'We do not face significant difficulty in teacher recruitment,' noted Sanduja. 'Routine training sessions, digital tools, and collaboration with language specialists are helping us gear up.'MANAGING THE MULTILINGUAL MOSAICIndia's diversity doesn't end in culture. The classrooms are multilingual by default. Balancing various mother tongues while ensuring comprehension is no small feat.'At our school, a multilingual classroom model is adopted, where the dominant mother tongue is used alongside English,' said Aditi Misra, Director at DPS 45 Gurgaon and School Director at Dharav High School. 'Visual aids, in-house worksheets, art integration, and peer support systems are part of our daily learning process.'Genesis Global takes a slightly different route. 'We are creating adaptive groupings by sharing language and linking instruction in the mother tongue to Hindi or English,' said Chadha. 'Peer-learning and experience-based strategies cross linguistic boundaries and foster understanding.'Sanduja adds that simple tools—like pictorial instructions and grouping by dialect can make inclusion natural. 'Teachers are already sensitive to linguistic differences and respect them.'BRINGING PARENTS ALONG No transition is complete without family buy-in. Schools are working hard to help parents understand and support this language-first guest speaker programs, and cultural shows with 100% participation help us build partnerships with parents,' Misra explained. 'We'll now include research on cognitive benefits of mother tongue learning in newsletters, and co-create language-rich resources with the community.'At Genesis Global, the approach is participative. 'We conduct orientations and expose parents to global success stories,' Chadha said. 'Parents are even encouraged to serve as resource persons in the Preparatory and Foundational stages.''Folk songs and home tasks help promote solid home-school collaboration,' said THE WAY WE ASSESSWith learning in a new medium, the methods of assessment must evolve too.'In the early years, we place greater emphasis on oral expression and concept comprehension,' said Misra. 'For transfer students, flexible evaluation parameters help during the transitional phase.'Sanduja supports the idea of oral assessments. 'Teachers use diagnostic tools and even cultural events for informal assessments,' he Global is prioritising formative tools. 'We're giving importance to oral, visual, and activity-based assessments. For transfer students, we create bespoke language transition profiles,' said CHILD LEFT BEHINDUnderstanding that not all students will instantly adapt, schools are putting in place remedial measures.'At our school, we offer remedial sessions, buddy support, and supplementary material,' said Misra. 'Teachers are trained to use bilingual strategies in mixed-language classrooms.'advertisementGenesis Global has also planned after-school and weekend language sessions. 'We're introducing bridging modules in the first term, using AV tools, peer mentoring, and teacher-led support groups,' said mentioned summer camps and individualised support as key tools. 'Visual aids and narration help students cross linguistic barriers,' he CURRICULUM CONUNDRUMSwitching the language of instruction affects content too.'Curricular content must be localised, simplified, and made contextually relevant,' said Misra. 'We develop in-house material in collaboration with teachers.'Genesis Global is working with curriculum experts to maintain intellectual depth. 'We are translating NCERT-based content and using culturally relevant examples,' Chadha schools are bringing folk stories and cultural components into subjects like Social Science. 'Charts and e-resources are being modified into the mother tongue,' said Vs MOTHER TONGUEWhile the mother tongue is important in early learning, English still holds sway in higher grades and competitive exams.'Education is globalised today, and English matters,' said Misra. 'We need to ensure a smooth transition to English in higher grades to meet student and parent aspirations.'Genesis Global is introducing Hindi and English gradually from Grade 2 or 3. 'Language labs and bridge courses help prepare students for national boards,' Chadha Jaipuria schools, bilingual instruction is introduced in middle school. 'By high school, students are equipped for English-medium assessments,' Sanduja SCHOOLS NEEDAll educators agreed that government and board-level support is non-negotiable.'We look forward to systematic support—textbooks, digital content, and teacher training modules,' said urged early availability of quality textbooks in local languages, teacher grants, and policy clarity.'Support in the form of regional E-content, assessment guidelines, and training resources is essential,' echoed schools are steadily stepping into a multilingual future. This shift isn't just about changing the medium of instruction—it's about respecting identities, boosting comprehension, and setting the stage for inclusive learning. As these educators show, success lies in partnership, patience, and persistent innovation. - EndsMust Watch
Time of India
11 hours ago
- General
- Time of India
Gita shlokas to be recited daily in Uttarakhand govt schools
D Tired of too many ads? go ad free now ehradun: One shloka from the Shrimad Bhagavad Gita will be recited in all government schools across Uttarakhand during prayer meetings, according to an order issued on Monday. The directive, issued by director of secondary education Dr Mukul Kumar Sati to all chief education officers, states that students should also be informed about the meaning and scientific relevance of the shloka recited each day. The move aims to blend modern education with traditional Indian knowledge systems and inculcate human values and character-building traits in the students. As per the order, teachers are required to select one shloka every week as the "Shloka of the Week", write it along with its meaning on the school notice board, and ensure that students practice it. At the end of the week, the shloka will be discussed in class, and student feedback will be taken. Teachers have been directed to explain the principles of the Bhagavad Gita to students from time to time and highlight how these teachings contribute to the development of human values, leadership skills, emotional balance, decision-making abilities and scientific thinking. The order emphasises that the teachings of the Gita are rooted in psychology, logic, behavioural science and moral philosophy, and should be introduced from a secular perspective. It also notes that the initiative aligns with the objectives of the national education policy (NEP) 2020, which advocates the integration of India's traditional knowledge systems into modern education. The directive underlines that Gita shlokas should not be taught merely as reading material but must be reflected in students' daily behaviour and attitude. "It should be ensured at every level that the teachings of the Shrimad Bhagavad Gita and their scientific approach are used for character development, self-control, balanced life approach, personality growth, and to make students better citizens," the order states. Tired of too many ads? go ad free now Chief minister Pushkar Singh Dhami had earlier directed that teachings from the Shrimad Bhagavad Gita and the Ramayana be incorporated into the state curriculum. Accordingly, textbooks aligned with the new framework are expected to be introduced from the next academic session. Welcoming the move, Uttarakhand Madarsa education board president Mufti Shamoon Qasmi said, "Ram and Krishna both are our ancestors, and it is very important for every Indian to know about them." He added that such initiatives will foster unity and promote state progress. He also said that the madrassa board plans to sign an MoU with the sanskrit department to introduce Sanskrit in madrassas.
India Today
11 hours ago
- Business
- India Today
Extracurricular or extra-charge? What schools aren't telling you
Delhi-based Ritu Mehra was thrilled when her son's school introduced a new after-school "Leadership Through Theatre" programme. That excitement quickly turned into disbelief when she saw the fee rs. 25,000 for a 12-week course. "The only thing he enjoyed," she laughs wryly, "was the snacks."Across India's Tier 1 and Tier 2 cities, a quiet revolution is underway, and it's hitting parents squarely in the pocket. From "Coding for Kids" and "Young CEO Bootcamps" to "Olympiad Crash Courses" and "MUN Coaching," extracurricular activities (ECAs) have become a booming industry inside schools. But are they helping students grow or just padding already bloated school bills?advertisementTHE PRICE OF PARTICIPATIONIndia's National Education Policy (NEP) 2020 strongly encourages holistic development. But in practice, most ECAs are outsourced to third-party vendors, and access is limited to those who can afford to COST OF ECAS IN PRIVATE URBAN SCHOOLS:Coding classes (8 weeks): rs. 15,000- rs. 20,000 MUN participation/coaching: rs.5,000 - rs. 12,000Music or dance clubs: rs. 6,000- rs.15,000 per termOlympiad preparation: rs. 8,000-rs. 25,000 annuallyAnd that's apart from regular school fees, uniforms, books, and transport which already run into lakhs per year. "I paid rs. 18,000 for an annual music class my son's only takeaway was that he liked the snacks served after class." Parent, MumbaiRESUME PADDING, NOT SKILL BUILDING?The push for ECAs is often driven by a desire to build a "well-rounded profile" for university admissions. But experts warn that doing too many superficial activities can lead to burnout without real learning. "We're seeing a disturbing trend of quantity over quality kids juggling five clubs but mastering none," says Sangeeta Menon, an education consultant based in Bengaluru. "Colleges abroad can spot this quickly."In many cases, these ECAs lack qualified mentors, follow no structured curriculum, and are treated as box-ticking VS THE WORLD: THE ECA GAP A look at how India compares with other countries shows a major disparity - not just in cost, but also in approach and outcomes. "In the US, my daughter joined the school orchestra for free. In India, every activity is a business model," says Shruti Verma, an NRI parent who recently moved back to India."Extra-curriculars are important, but commodification kills their essence. They must be inclusive, not elite," says Dr. Samina Qureshi, a child psychologist and education ALL BAD WHEN DONE RIGHTThat said, when pursued with depth and consistency, ECAs can shape critical life skills: leadership, creativity, collaboration, and emotional intelligence. Students who have competed in Olympiads over several years or taken part in MUNs consistently often emerge with stronger communication and analytical these outcomes require time, interest, and a supportive system not a pay-per-class DO WE GO FROM HERE?advertisementExperts suggest a few simple reforms to stop ECAs from becoming exclusive:Schools should integrate ECAs into the regular timetable, not treat them as expensive outsourcing, and train in-house teachers for clubs and skill-based depth over variety - let students explore fewer activities with more fee caps or government guidelines for ECAs, especially in CBSE/ICSE-affiliated schools.A SYSTEM NEEDING BALANCEIndia's booming ECA market reflects ambition from schools, parents, and students alike. But ambition without equity creates exclusion. And extracurriculars without heart become just another financial burden. As schools push the boundaries of learning, the question remains: Are we nurturing talent or just billing it? - Ends
