Latest news with #non-English-speaking
India Today
12 hours ago
- Business
- India Today
IGNOU launches MBA in Hindi and Odia to break language barriers
In a significant step toward inclusive education, the Indira Gandhi National Open University (IGNOU) has introduced its flagship MBA programme in Hindi and Odia. This move, announced on Monday, aligns with the goals of the National Education Policy (NEP) 2020, which champions multilingual learning and broader access to professional aim is clear: make management education more accessible to students who are more comfortable learning in their native languages. With these new offerings, IGNOU hopes to make business studies less intimidating and more relatable for learners from non-English-speaking part of the government's E-Kumbh initiative, the programme benefits from a partnership between IGNOU and the All India Council for Technical Education (AICTE). Key academic materials have been translated into Hindi and Odia using 'Anuvadini,' an AI-based tool developed by AICTE for educational content localisation. AICTE Vice Chairman Dr Abhay Jere highlighted the transformative role of AI tools in removing language as a barrier to learning. IGNOU Vice Chancellor Prof. Uma Kanjilal affirmed the university's commitment to inclusive education, revealing plans to launch MBA content in 10 more Indian languages in the multilingual MBA initiative is a step toward ensuring that no aspiring professional is left behind, regardless of their linguistic background.
Gulf Today
16 hours ago
- Business
- Gulf Today
UAE approves criteria for Emirati students pursuing higher studies in foreign universities
In line with the UAE's strategic direction to enhance the quality and outcomes of higher education and human development, and to align its outcomes with national development goals and market needs, the Education, Human Development and Community Development Council (EHCD) has approved a set of criteria for Emirati students who wish to pursue their higher education outside the UAE. The criteria aim to enhance student's competence and readiness to enter the job market, and to regulate international scholarship options in accordance with the UAE's aspirations, national plans, priority sectors, and future developments, thereby supporting the optimal investment in Emirati talents. Through this initiative, the Council aims to empower students to make well-informed decisions based on clear criteria that ensures the quality of selected programs and academic institutions. It also seeks to enhance the value of the qualifications they obtain, supporting their future career opportunities both within the UAE and abroad. These criteria are derived from a clear vision to elevate the higher education experience abroad, by guiding students toward accredited and high-quality academic institutions and specializations. Students wishing to enroll in a higher education institution outside the UAE, whether at their own expense or through a sponsoring entity, are required to study at institutions recognised by the Ministry of Higher Education and Scientific Research, in accordance with the following approved classifications and standards: 1. The institution must be ranked among the top 50 universities worldwide in the intended field of study, regardless of overall ranking or country, according to the Ministry's approved international rankings. 2. If studying in the United States or Australia, the institution must be ranked among the world's top 100 universities in the intended field of study, and among the top 100 universities overall, according to the Ministry's approved international rankings. 3. If studying in any other English-speaking country (excluding the USA and Australia), the institution must be ranked among the world's top 200 universities in the intended field and among the top 200 universities overall, according to the Ministry's approved international rankings 4. If studying in a non-English-speaking country, the institution must be ranked among the world's top 300 universities in the intended field and among the top 300 universities overall, according to the Ministry's approved international rankings. The Council emphasised the importance of adhering to the specified criteria to avoid non-recognition of qualifications obtained abroad. Non-compliance may result in these qualifications not being acknowledged for purposes such as employment, promotion, study leave, exam leave, thesis discussion, or eligibility for qualification-related benefits within the federal government sector in the UAE. To ensure a transparent and a balanced approach, taking into account special cases, Emirati students who are currently pursuing their studies abroad, whether self-funded or sponsored by a scholarship entity, will be granted a one-year grace period from the effective date of this decision to adjust their academic status. A specialised committee, chaired by the General Secretariat of the Education, Human Development and Community Development Council has been established to review exemption requests. The committee will assess these requests based on precise criteria that consider the nature of the specialization, the academic institution, and the individual circumstances of each case, to support the students' best interests and enhance their educational and career opportunities. The Council also instructs the students and the relevant parties to communicate directly with the Ministry of Higher Education and Scientific Research for inquiries related to the approved criteria and the process for submitting exemption requests. This mechanism is part of a broader set of policies and initiatives being developed by the Education, Human Development and Community Development Council in coordination with relevant entities. These efforts are designed to enhance the quality of higher education, strengthen accreditation recognition system, and support Emirati students both within and outside the UAE. Such initiatives contribute to empowering Emirati talents, developing human capital, and nurturing generations equipped with the skills, capabilities, and knowledge that align with the UAE's aspirations and reflects its vision for the future. WAM
Indian Express
5 days ago
- Politics
- Indian Express
Mother-tongue in the classroom: A welcome step, but don't rush it
During a class on 'cultural capital', my students and I found ourselves discussing the role of the English language in the Indian context. The conversation turned out to be a comparison with countries like France and China, where people have deep-rooted pride in their language. In contrast, many of my students admitted that they barely know their native tongues — some can understand them, but few are able to speak or write with confidence. They expressed a quiet sense of loss, even as they acknowledged the prestige and professional opportunities that come with speaking 'good' English in India. It is this sense of confusion that shapes my view on the CBSE's proposal to introduce mother-tongue instruction at the primary level. I find it hard to take a definitive stance, but if I had to describe my position, I would call myself a sceptical supporter. The idea of supporting one's mother tongue comes from many writers such as Ngugi wa Thiong'o, Frantz Fanon, and J M Coetzee, who have long written about decolonising the mind and reclaiming identity through native languages. Their work highlights how colonial legacies and global hierarchies have privileged English and sidelined local languages, entrenching cultural and cognitive hierarchies. Yet, even if we agree in principle, practical questions remain, like which language to choose in a country as linguistically diverse as India. That's why the ongoing language mapping exercise in schools is not just welcome — it is essential. While I agree that collecting languages children speak at home is a smart and necessary step, I think it should have been done before issuing the directive. Children are now entering school at a much younger age than in the normally enter school at about three years of age. For a child entering school for the first time, everything is unfamiliar — the space, the people, the routines and expectations. Language, at the very least, can offer continuity and comfort. The emotional security of being taught in the language spoken at home can ease this early transition and help children settle into learning more naturally. Having said this, we also do see a generation of students in elite private schools who are growing up with little connection to their native languages. At home and in public life, most children communicate in English. They are growing up within a single language system, disconnected from their linguistic roots. Mother-tongue instruction holds the potential to reverse that trend. When children are taught in a language their families understand, learning becomes a shared experience. Parents and even grandparents, especially those from non-English-speaking backgrounds, can engage more actively with their child's education. This strengthens the link between home and school and can lead to improved outcomes. Critics argue that such a directive may disadvantage children later, given English's dominance in higher education and the job market. But this policy move is about the primary level, where the focus should be on building core literacy, numeracy, and confidence. The transition to English can still happen, but must take place thoughtfully. What we need is a gradual, well-supported, and pedagogically sound design for that transition. Even from a cognitive standpoint, support comes from UNESCO and UNICEF, which advocate for mother-tongue instruction in early education. Early literacy in the mother tongue lays a strong foundation for later academic achievement. Teaching in English from day one, especially to first-generation learners, often results in confusion and lower overall comprehension. This topic made me think of sociologist Pierre Bourdieu's concept of 'symbolic violence'. The term is used to describe a wide range of actions that involve imposing meaning or authority in an arbitrary way — actions that appear neutral or natural but actually reflect power. The education system, through form and content, exercises symbolic violence in different ways — it imposes ideas, values, or norms that carry hidden power. English-language instruction can be seen as a form of symbolic violence where students are alienated from their mother tongues. Instruction in the mother tongue is a pedagogical choice that resists the treatment of children's home languages as inadequate or inferior. Choosing which language to prioritise in each region will involve tough decisions, and owing to India's multilingualism, there are no perfect answers. Ensuring that schools once again do not fall into the cycle of symbolic violence by imposing a few people's mother tongue on others is important. Now that the CBSE directive has been issued, what matters most is how this is implemented. The timeline for implementation raises serious concerns. Expecting schools to pivot over a single summer break, already too short, is unrealistic. Overhauling curricula, training teachers and preparing materials will take time. Without this investment, the risk is a superficial rollout driven more by political optics than pedagogical substance. One should not reduce a well-intentioned intervention to another hurried rollout. Done right, this could be the beginning of a more inclusive, just, and effective education system. The writer is a Sociology teacher in a Delhi school
Hans India
7 days ago
- Hans India
Studying abroad in a non-English speaking nation: Myths and realities
When individuals think of studying abroad, English-speaking nations such as the U.S., the U.K., Canada, or Australia usually come to mind. Yet, an increasing number of students are looking into possibilities in non-English speaking nations—Germany and France, Japan, and Brazil. Though this route has amazing cultural and academic benefits, it is usually filled with myths. Let's distinguish between the myths and realities. Myth 1: You Need to Be Native-Speaking in the Local Language Reality: Most universities in non-English-speaking nations have degree programs taught completely in English, particularly at the postgraduate level. Germany, the Netherlands, Sweden, and even China offer English-taught programs specifically for international students. Although learning the local language is a good idea—and sometimes a necessary part of daily life—you don't need to be fluent to go abroad. Pro Tip: Take language classes after you arrive. You'll learn vocabulary more quickly in an immersive setting. Myth 2: It's Difficult to Adapt to the Culture Reality: Culture shock is inevitable, but so is cultural adjustment. Students say that host communities, instructors, and other international students are friendly and willing to assist. Universities also have orientation programs and cultural training sessions to facilitate your transition. Myth 3: Companies Love Degrees from English-Speaking Nations Reality: International employers increasingly place value on international experience, not the nation. What is more important is the quality of the institution, the applicability of your studies, and the skills you gain-particularly adaptability, cross-cultural communication, and problem-solving. Myth 4: Socializing Is Difficult Reality: While language barriers may exist, you're rarely alone. International student communities are diverse and supportive. In addition, locals are often eager to connect with foreigners, and many are happy to practice their English. Social Tip: Get involved with student clubs, go to language exchanges, and don't hesitate to take the initiative in getting to know others. Myth 5: You Won't Learn Proper English Abroad Reality: English remains the lingua franca of many international programs, and you'll probably get along in English with fellow students from all corners of the globe. If anything, you'll enhance your skill at using English in multicultural situations—something native speakers themselves can sometimes find challenging. Attending school in a non-English speaking nation isn't just a possibility's a life experience. It makes you leave your comfort zone behind, learn intercultural skills, and better understand the world. Don't let misconceptions stop you from what might be one of the most rewarding experiences of your life. So go ahead-venture out of the familiar and celebrate the world in all its linguistic and cultural richness. (The author is Counsellor at Aaera Consultants)
Axios
27-05-2025
- Business
- Axios
AI is perfecting scam emails, making phishing hard to catch
AI chatbots have made scam emails harder to spot and the tells we've all been trained to look for — clunky grammar, weird phrasing — utterly useless. Why it matters: Scammers are raking in more than ever from basic email and impersonation schemes. Last year, the FBI estimates, they made off with a whopping $16.6 billion. Thwarting AI-written scams will require a new playbook that leans more on users verifying messages and companies detecting scams before they hit inboxes, experts say. The big picture: ChatGPT and other chatbots are helping non-English-speaking scammers write typo-free messages that closely mimic trusted senders. Before, scammers relied on clunky tools like Google Translate, which often were too literal in their translations and couldn't capture grammar and tone. Now, AI can write fluently in most languages, making malicious messages far harder to flag. What they're saying:"The idea that you're going to train people to not open [emails] that look fishy isn't going to work for anything anymore," Chester Wisniewski, global field CISO at Sophos, told Axios. "Real messages have some grammatical errors because people are bad at writing," he added. "ChatGPT never gets it wrong." The big picture: Scammers are now training AI tools on real marketing emails from banks, retailers and service providers, Rachel Tobac, an ethical hacker and CEO of SocialProof Security, told Axios. "They even sound like they are in the voice of who you're used to working with," Tobac said. Tobac said one Icelandic client who had never before worried about employees falling for phishing emails was now concerned. "Previously, they've been so safe because only 350,000 people comfortably speak Icelandic," she said. "Now, it's a totally new paradigm for everybody." Threat level: Beyond grammar, the real danger lies in how these tools scale precision and speed, Mike Britton, CISO at Abnormal Security, told Axios. Within minutes, scammers can use chatbots to create dossiers about the sales teams at every Fortune 500 company and then use those findings to write customized, believable emails, Britton said. Attackers now also embed themselves into existing email threads using lookalike domains, making their messages nearly indistinguishable from legitimate ones, he added. "Our brain plays tricks on us," Britton said. "If the domain has a W in it, and I'm a bad guy, and I set up a domain with two Vs, your brain is going to autocorrect." Yes, but: Spotting scam emails isn't impossible. In Tobac's red team work, she typically gets caught when: Someone practices what she calls polite paranoia, or when they text or call the organization or person being impersonated to confirm if they sent a suspicious message. A target uses a password manager and has complex, long passwords. They have multifactor authentication enabled. What to watch: Britton warned that low-cost generative AI tools for deepfakes and voice clones could soon take phishing to new extremes. "It's going to get to the point where we all have to have safe words, and you and I get on a Zoom and we have to have our secret pre-shared key," Britton said. "It's going to be here before you know it."
