K12 Digest® - July 2022 - India Edition – 10 Most Promising International Schools in Mumbai - 2022

JANUARY INTERNATIONAL SPECIAL SCHOOLS IN MUMBAI SPECIAL

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PODAR INTERNATIONAL SCHOOL, THANE JULY 2022

IGNITING THE YO U N G M I N D S

WITH THE LIGHT OF KNOWLEDGE K12 Digest July 2022

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MANAGING EDITOR’S NOTE

The Process of Making Global Citizens

F

inding the best schools for the kids is always difficult for parents who live in metropolitan cities like Mumbai, where many options are available. Location, ways to commute, parent’s review, academics, co-curricular activities, and opportunities provided for holistic development are usual checklists parents consider while deciding on the right school. Beyond the obvious factors, the curriculum has become essential to decisionmaking. Gone are the days we debated between State vs CBSE. International curricula such as the IB (International Baccalaureate) and Cambridge IGCSE are gaining more relevance than ever.

Between 2016 and 2020, the number of IB programmes offered worldwide has grown by 33.3%.

Now, it provides four educational programmes to more than 1.95 million students aged 3 to 19 across over 5,500 schools in 160 countries. In India, IB is offered in more than 200 schools. On the other hand, with a global community of 10,000 schools, Cambridge International is more prevalent in India, as over 500 schools have chosen to prepare their students with an education from them.

The rising demand for international curricula shows that the education landscape in India is undergoing a progressive transformation. In fact, it is imperative for our children to understand the wider world and develop a global mindset in an increasingly globalised world. The multicultural environment offered by international schools is conducive to developing tolerance, expanding knowledge about other cultures, and shaping soft skills, which are extremely valuable in the modern labour market.

To understand the benefits of international schools and help you find the right one for your students, we have come up with a special issue featuring the ‘10 Most Promising International Schools in Mumbai.’

Providing excellent international education, these schools have created a chance for students to see a new way of life and embrace new opportunities in a variety of important areas. On the cover, we feature the Thane-based Podar International School, which offers a motivating and comfortable atmosphere that strengthens the students’ desire to attend school every day and thus, complete their academic cycle better.

Enjoy Reading.

Sarath Shyam K12 Digest July 2022

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INTERNATIONAL ADVISORY BOARD Chris Wright

Maarit Rossi

Former International School Principal, Former Group Project Director at a World Class Learning Group, Education Consultant - Wright Solutions, United Kingdom

Founder & CEO - Paths to Math Ltd, Former Mathematics Teacher and Principal, Global Teacher Prize Finalist, Finland

Dr. Stuart Grant Colesky Principal, Rundle College, South Africa

Zeljana Radojicic Lukic Exceptional Educator from Serbia, Founder of Association of the Best Teachers of the Former Yugoslavia, Founder of Magical Intercultural Friendship Network, Founder of Creative Magic - Children’s International Festival, Founder of Magic Village, Serbia

Asst. Prof. Dr. Poonsri Vate-U-Lan Assistant Professor in Education, Ph.D. Supervisor and Researcher, Thailand

Stephen Cox

Elena Shramkova

Chief Education Officer, New Nordic School, Finland

Liljana Luani

Senior Teacher ‘Pashko Vasa’ school Shkodra, Exceptional Volunteer, Albania

English and Literature teacher, Owner of “The Smart Teens Studio of English” in Belgorod, Russia

Ralph Valenzisi Chief of Digital Learning and Development, Norwalk Public Schools, Connecticut, United States

Hatem Slimane

Servatius (Servee) Palmans Former Director School Administration & Business Operations (Large Education Group), Chief Operating Officer - BBD Education, Dr. Lilian Bacich Netherlands & UAE Senior Educationist, Author, Keynote Speaker, Co-founder Tríade Educacional, Brazil

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Founder & National President - ATAST, General director of IFEST² the international projects competition in Tunisia, General secretary of MILSET Africa, BRISECC member, Tunisia

Dr. Varughese K.John, PhD Former Program Director, MS in Management Program, GSATM - AU, Thailand & India

Hidekazu Shoto

Dr. Venus M. Alboruto

Angus Duthie

Master Teacher, Researcher, Innovator, Trainer, Philippines

Former Vice President Security (Large Education Group), Former British Army Officer (Airborne Forces), Senior Advisor – Resilience and Crisis Management (Emerald Solutions Group), United Kingdom & UAE

Innovative English and ICT Teacher, Author, Japan

Ian Deakin

Deputy Head and Dean of Faculty, Dalton Academy, Beijing, China

Shady Elkassas Rania Lampou

Global Teacher Prize Finalist 2019, 15 International Awards on STEM, STEM Instructor, Educator, Neuroscience Researcher, Trainer & Author, Greece

Director of Innovation Al Ittihad National Private School-Al Ain, United Arab Emirates

Fethy Letaief Distinguished Senior EFL Teacher, ISA Coordinator with the British Council, Motivational Speaker, Tunisia

Herwin Hamid

Ha Nga

Revolutionary English Educator, Globally Connected English Studio - Hanoi, Vietnam

EdTech Specialist, Speaker and Teacher Trainer, Innovative ICT Educator, ICT learning multimedia developer, Indonesia

Juan Manuel Pico Co-founder & Managing Partner, Education Soul, Colombia

Dr. Leonilo Basas Capulso Master Teacher, Speaker and Researcher, Philippines

Kihyun Park Innovative Educator of Online Classroom, Pungsaeng Middle School, South Korea

Dr. Manoj Varghese, Ph.D Mr. Ngô Thành Nam

Technology Academy Manager, Microsoft Learning Consultant, Global Trainer, Vietnam

Senior Director – Global Partnerships, Advisory & Consulting – Connecta® | Head of Advisory Board – Higher Education Digest® & K12 Digest® | Adjunct Faculty – Assumption University | Former CIO – Athena Education | Former Global Director Technology – GEMS Education

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CONTENTS CONTENTS

COVER STORY

PODAR INTERNATIONAL SCHOOL, THANE

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IGNITING THE YOUNG MINDS WITH THE LIGHT OF KNOWLEDGE

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MOST PROMISING

INTERNATIONAL SCHOOLS IN MUMBAI

38 C P GOENKA INTERNATIONAL SCHOOL, BORIVALI The Gateway to Elite Universities

58 RBK EDUCATIONAL INSTITUTIONS Aiding Academic Excellence through Innovation and Creativity

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CONTENTS CONTENTS

MENTOR’S OPINION

12 BUSINESS AND EMPLOYABILITY SKILLS TAUGHT IN BBA TO GET YOU READY FOR THE REAL-WORLD Dr. Vaidyanathan “Vaidy” Jayaraman, Global Dean (UG) & Professor, SP Jain School of Global Management (Sydney, Singapore, Dubai & Mumbai)

ADMIN PERSPECTIVE

26 CREATING AN ENTREPRENEURIAL ECOSYSTEM FOR NURTURING LEADERS OF TOMORROW Dr. Urvashi Makkar, Director, IMS Ghaziabad

BEST PRACTICES

30 WHICH IS A BETTER TUITION STRATEGY - STRENGTHEN STRONG SUBJECTS OR HELP WITH WEAK SUBJECTS Kiran Meena, Co-Founder & Head of Content, SchoolMyKids.com

50 BACK TO SCHOOL – DO’S AND DON’TS FOR PARENTS Pooja Harlalka, Head of Counselling/ Socio-Emotional Learning, The Acres Foundation

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INDUSTRY VIEW

46 PASSION FOR LEARNING & GIVING BACK TO THE SOCIETY Yogesh Rao, (GMBA & PGPM 2008), SP Jain School of Global Management

68 DOES YOUR CHILD NEED ENDLESS TUITION TEACHERS? Yuvraj Krishan Sharma, Co-Founder & CPO, KOMPANIONS

ACADEMIC VIEW

54 RISING EMPHASIS ON MENTAL HEALTH IN OFFLINE SCHOOLS Anshu Mittal, Principal, MRG School (Rohini)

64 THE WORLD SCHOOL - A SCHOOL OF DIFFERENT THOUGHT Meenakshi Ramesh, Director, Curriculum, Research and Development, Vels Group of Schools and Director, V-Skill Centre for Professional Development

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MENTOR’S OPINION

Business and Employability Skills Taught in BBA to get you Ready for the Real-World Dr. Vaidyanathan “Vaidy” Jayaraman, Global Dean (UG) & Professor, SP Jain School of Global Management (Sydney, Singapore, Dubai & Mumbai)

Dr Vaidyanathan Jayaraman is the Dean of Undergraduate Programs and a Distinguished Professor at SP Jain School of Global Management. He oversees the undergraduate programs across the School’s campuses in Dubai, Mumbai, Singapore and Sydney. Prior to taking on this role, Dr Jayaraman was the Principal and Associate Dean at Great Lakes Institute of Management, Chennai, India. Before joining Great Lakes, he was a tenured senior faculty at the School of Business Administration, University of Miami, USA, where he taught Supply Chain Operations and Analytics.

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C

ompanies are paying a lot more attention to graduates who possess the critical soft skills (interpersonal attributes) that are essential for effective performance and job success. These skills are not specific to any particular jobtype but are considered as vital to any organization.

Some of the top employability skills that any student should possess to get them ready for the real-world include communication (verbal and writing), teamwork, logical reasoning, critical thinking and problemsolving. Organizations value such soft skills because they serve as important indicators of how you interact with team members and perhaps the most important stakeholders, the customers. They also look at how efficiently you can handle your job performance and career growth success rate.

Communication skills are vital and any graduate with impeccable communication skills will always be in high demand in any part of the world. Employers always like to figure out whether you are not only able to articulate and present yourself well but you are also good in written communication. An important part

of communication is storytelling – this is a vibrant description of beliefs, ideas, personal challenges and life lessons through narratives that tend to conjure powerful insights and emotions. A good story fulfils a profound human requirement to grasp the patterns of living with a very personal, emotional experience.

The next trait that is useful to possess is understanding how to work as a team. Teamwork is all about working effectively with your colleagues while you recognize your own strengths and weakness in addition to identifying the unique traits of each team member. To work as part of a TEAM (together everyone achieves more) is also about providing and receiving constructive feedback and coaching, mentoring and motivating other members. At the end of the day, this skill is about collaboration, cooperation and contribution to team results and success.

Problem-solving is another important skill that is about developing creative, innovative and practical solutions to any given problem. It’s also about being proactive enough to identify and solve problems. When organizations talk about problem-solving skills, they are

A good story fulfils a profound human requirement to grasp the patterns of living with a very personal, emotional experience

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A number of recent studies indicate that critical thinking skills are among the most sought attribute that employers seek in job seekers

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often referring to an employee’s ability to handle unexpected or difficult situations in the company as well as complex business challenges. Hence, companies are always seeking people who can assess both kinds of situations and serenely identify a solution. Problem-solving skills are also highly valuable and beneficial in day-today decision making. There are several methods to improve problem-solving skills – this includes acquiring more technical knowledge in a certain area of study, looking for opportunities to solve problems and do practice problems in the form of role-playing.

Decision-making is also a critical skill that needs to be developed because organizations want team members who are capable of independent thought while being decisive with the existing information at their disposal. It is clear that you are required to make a decision about how to solve problems that arise in the workplace on a frequent basis.

Employees who possess the expertise to conduct solid research and have the analytical capability skills can help them arrive at a decision.

Critical thinking is intricately connected to both problem solving and decision making.

Typically, it has a goal to either solve a problem or arrive at a decision. The ability to think independently, rationally or with clarity are all elements that are essential for critical thinking. It also includes the ability to reflect on an idea, apply structured reasoning and then make logical connections between ideas. A number of recent studies indicate that critical thinking skills are among the most sought attribute that employers seek in job seekers. They want people who can quickly solve problems, arrive at an optimal if not feasible decision and then take appropriate action.

The next attribute that employers seek in a candidate is whether they’re trustworthy.

During the pandemic, organizations had teams working remotely on their projects. The

companies had to trust that their employees can start their work on time, organize their daily chores and complete all their assigned tasks – it is all about being accountable and responsible for all your actions. Trust is built around components such as reliability (being reliable creates trust), integrity (behaving in good faith), honesty (telling the truth creates the trust), competency (doing your job effectively and efficiently creates the trust) and vulnerability (being open). But you’ve to lead with empathy because that’s what gets you an opportunity to work on a project. The idea is that you need to know your product but also need to know the people involved in delivering that product or service to customers. So being empathetic is another

important skill to possess because it is a powerful tool that can help you comprehend what’s driving a person’s behavior and helps you work through difficult times.

Over and beyond all the skills that have been laid out in this article, the most important skill that any student needs to acquire over a period of time before they start to work is to develop a tolerant and broadminded attitude. Such an optimistic frame of mind always creates positive first impressions, which would then act as a gateway to developing deeper personal and professional connections. If you have a good attitude and the right aptitude, it will help you reach the highest altitude.

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COVER STORY

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PODAR INTERNATIONAL SCHOOL, THANE IGNITING THE YOUNG MINDS WITH THE LIGHT OF KNOWLEDGE

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P

odar Education Group was established by Sheth Anandilal Podar in 1927. Since then, it has been driven and motivated by the traditional Indian values of honesty, integrity, and service.

The first President of the Anandilal Podar Trust was none other than Mahatma Gandhi, the father of our nation.

“Our mission to develop and equip the children of India for the challenges of the 21st century and our vision to be the best and recognised as

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raising the traditional standards of the educational possibilities and outcomes for students, parents, and society has made Podar Education Group a trusted name and an acknowledged leader in the education industry,” shares Mrs Soniya Khatri, Principal, Podar International School, Thane.

She further states that Podar Education Group believes and works towards the overall growth of every child so that they walk out confident, not arrogant, as independent thinkers, not followers, as listeners first and then speakers with the right amount of pitch and effectiveness.

Likewise, Podar International School, Thane considers itself highly fortunate and blessed to be able to perform the highest act of humanity-providing education.

Sound School Infrastructure Helps Deliver Quality Education Thane-based Podar International School offers a motivating and comfortable atmosphere that strengthens the students’ desire to attend school every day and thus, complete their academic cycle better. It has high-quality infrastructure facilities such as technology-infused classrooms, well-equipped laboratories, state-of-theart innovation labs, a well-stocked library, recreational centres, multifunctional playgrounds, and a sports centre.

In terms of class sizes and student-to-teacher ratios, there are 35 to 40 students per teacher. Furthermore, the teaching pedagogy used by faculty involves a mix of individualised learning and differentiated instruction to cater more and more for each student’s needs which is beneficial to almost all the students. Ultimately, the primary focus is on letting the learners choose how they learn most beneficially. They work alongside the teachers to create their own goals and pave their own educational pathways. In this phenomenon, instead of education being something that happens to the learner, it occurs as a result of what the student is doing, with the intent of creating engaged students who have truly understood how to learn.

Trained Teachers are the Driving Forces behind Quality Education Teachers are considered the torchbearers of imparting quality education. As a result, Podar International Schools look for teachers who have a sound understanding of their subjects, apply proper teaching and evaluation methods, actively participate with other professionals in curricular development, and possess skills to teach a diverse student population. The minimum criterion for teacher applicants is a bachelor’s degree in the relevant subjects, and if they hold higher qualifications such as B.Ed, post-graduate degrees, ECCD etc., they are considered and appointed to senior positions.

Concerning professional development opportunities, the school promotes teachers capable of handling numerous esteemed positions in different branches of Podar Education Network. Moreover, numerous platforms are given to them to further amplify their knowledge and technical skill sets and also showcase their leadership acumen throughout the academic session.

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Igniting the Spark of Innovation & Creativity in Students The teachers of Podar International School, Thane, aim to teach their students to think outside the box and develop a creative thinking skill set. The teachers use inquirybased learning to make this happen, where students are encouraged to find answers to their own raised questions.

In addition, there are technology-infused classrooms along with marker space and display boards where students can get innovative. Several team-building activities are also conducted to teach students essential communication and social skills. Moreover, students are shown inspirational TEDx Talk videos of entrepreneurs and corporate leaders through which students get to understand how innovative ideas are brought to life.

Another fantastic initiative taken by Soniya and her team is displaying inspirational quote posters in the classrooms. “We believe that these posters in our learning environment can lead the way to great conversations and critical thinking,” asserts Soniya. Hence, they urge students to consider and discuss the meaning of each message and how it can be applied. Likewise, several roleplay activities such as skits are conducted for students where they get to write the original scripts, troubleshoot at rehearsals, and collaborate on costume creation.

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“At Podar International School-Thane, we want students not simply to filter our course content through the existing models but to change and expand those internal models and venture into new horizons making the learning more effective and productive to the society the learner lives in,” continues Soniya.

Student Exposure Equals High College Acceptance Rate At Podar Education Network, student exposure is given high priority right from the early years. Figuratively speaking, Podar International Schools’ students have secured a place in over 758 Universities, 1 in 3 students have been accepted at a Top College, and 8734 students have won scholarships to date.

Additionally, a unique concept of student portfolios is initiated at Podar International School, Thane, where students as young as grade I are encouraged to engage with the portfolio. They get to personalise and showcase their creativity in the leaflet through arts & crafts.

These leaflets include information about the student, his

surroundings, goals, dreams, academic achievements, and creative inclinations. The pages are so designed to allow students to reflect on their work and their behaviour and social skills. In turn, students use the portfolio to start conversations with their parents, such as discussing career goals as early as Std 8 or how to convert weaknesses into opportunities.

Moreover, there is the active involvement of the student-alumni community, who mentor the school’s current students in multiple areas of the university admissions. Students can connect with their seniors through digital platforms right from class 8 and seek guidance on subjects, streams, careers, courses, colleges, entrance exams, college life, and more.

Making Parents an Active Part in their Child’s Education “When parents choose Podar International for their children, we are humbled and at the same time dutybound to give their children, give their trust the assurance of nothing but the best for their children and which

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ABOUT

SONIYA KHATRI, PRINCIPAL

Highly skilled & experienced Principal having excellent managerial & communication skills with a demonstrated history of working in the primary/secondary education industry. Skilled in Financial Planning, Team Building, Interpersonal Skills, Strategic Communications, and Leadership Development. Strong education professional with a Post Graduate degree in Chemistry from Kurukshetra University. She has taught as a lecturer, Post Graduate Teacher and worked as a coordinator at various educational institutes of high repute in India and has handled related administrative and other functional responsibilities.

Because of her command in subject and communication, she has been selected as a Master trainer too by the Podar education network. Under this role, she is conducting various leadership training programs for VPs, coordinators and admin teams of various schools of theirs every year. Nowadays she is getting trained as a Trainer for training modules on Transaction Analysis, Effective InterPersonal Relationships and Team Building (Intra & Inter Groups Relationships).

She aims to achieve excellence in teaching profession by becoming a facilitator who understands the needs of all students coming from different backgrounds.

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we do with utmost gratitude and competence,” says Principal Soniya.

As a result, parents are made a part of their child’s education, right from Parent Teacher Meetings to participation in fun-filled activities to communicating through “Loop Learning” and “Between Us” apps at Podar International School Thane.

Prestigious Awards & Accolades Over the years, Podar Education Network has been honoured with several awards and recognitions. To name a few recent ones: Best Education Brands of 2022 by The Economic Times, Best School Trustee award by MESTA (2022), ‘e4m Pride of India - The Best of Bharat Award (2022), Most Respected Early Childhood Education Brand, Most Respected Education Brand in India by The Education World (2021-22), Most Distinguished International School Network of the Year at Education Excellence Awards (2020-21), Best Preschool at Global School Awards (2020-21).

Likewise, Podar International School Thane has also been bestowed with an award for Top Emerging School in the National Curriculum category by the Time Education Icons. These awards and honours depict Podar Education Network’s dedication towards quality education and focus on creating a safe environment for students and preparing them for future challenges.

Student Success Stories Like the school and its education network, the students of Podar International School, Thane are also not far behind in bringing laurels and representing the school

on a global platform. Several students secure their place in the merit list in the CBSE board examination for achieving a perfect 100. There have also been multiple international toppers in Olympiads across all subjects. One of the students ranked amongst the top 6% of the students who successfully completed the Camp K12 coding trial for AI of 60 minutes duration, while another became the youngest (14-year-old) World record holder as a Rubik’s Cube Tutor.

Besides, a Grade 5 student of Podar International School, Thane scored distinction in Trinity College, London, Digital Drama Graded Exam (Solo), and a Grade 10 student completed the CISEH course and is currently pursuing

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Certified Penetration Testing Expert (CPTE). Additionally, a primary student secured the first position in Shri.

Ganesh Podar Memorial kinder sports Under 11 Online Chess Tournament.

Rising to the Occasion Despite COVID-19 Challenges When COVID-19 arrived, Podar International School, Thane was gearing up to conduct exams for the academic session of 2019-20. However, due to the imposition of nationwide lockdowns, Soniya and her team had to brainstorm and develop strategies for winding up the session. Through constant support and guidance from the school’s trustees, Podar International School, Thane successfully announced its online results within just two weeks. This is a huge feat in itself.

“We at Podar International School, Thane, take immense pride in the fact that we rose to the occasion, took up the challenge, and successfully kick-started online classes on April 2, 2020,” adds Principal Soniya. She further states that Podar International School was among the first few schools to ensure no gap in students’ education.

To begin with, teachers were trained on how to use “Google Meet”, followed by orientation sessions for students & parents where they were given a complete overview of the online classes. Podar Education Network, along with Podar Innovation Center, ensured that eBooks were available for students right away in terms of resources.

As a result, classes were conducted on Google Meet, notes were uploaded on Google Classroom, tests were held on Google forms, and examinations were conducted in collaboration with Ekalavya Exam Portal all across the country.

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However, there were times when Soniya and her team faced many challenges, but at the end of the day, they found solutions and emerged strong. “I can confidently say that every possible measure was taken to ensure students’ learning and education continuity,” proudly mentions Soniya.

Planning for a Brighter Tomorrow Principal Soniya considers herself fortunate to be bestowed with an opportunity to work for a brand of repute such as Podar and demonstrate her skills as a founder principal. She began her journey with Podar International School, Gandhi Nagar, Gujarat and later was assigned as a Founding Principal of Podar International School, Thane.

Sharing her immediate plans for Podar International School, Thane, Principal, Soniya, reveals, “I plan to take this school to a place which is an epitome of quality education, healthy environment, and human values.”

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ADMIN PERSPECTIVE

Creating an Entrepreneurial Ecosystem for Nurturing Leaders of Tomorrow Dr. Urvashi Makkar, Director, IMS Ghaziabad

E

conomic development of a nation is synonymous with an upward change wherein the per capita income of the country gradually increases with the passage of time. However, technical progress alone is not sufficient to bring about economic development, unless technological breakthroughs are utilized creatively by entrepreneurs - the catalysts in the essential journey of industrialization and economic growth who actually explore the country’s available resources to their full potential.

If one analyzes the economic history of some of the presently developed countries such as the United States of America, Japan and Germany, it unveils a cause – effect relationship between entrepreneurship and economic progress. Research indicates a strong correlation between the quality and quantity of entrepreneurial ventures in a country and its economic development. and It is only active and enthusiastic entrepreneurs.

In the last couple of years, adding to the technology driven disruption, the world is witnessing a massive COVID-led transformation. As reported in the The Financial Time, countries across the globe have reported a boom in startups against the backdrop of the ongoing pandemic, a surge partially attributed to the massive

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Entrepreneurship, which brings with it critical thinking, creativity, initiative and a sense of purpose is the burning need of the hour for equipping the budding professionals of today to confidently sail through the hyper volatile and competitive work environment of tomorrow

Dr. Urvashi Makkar, with Ph.D. in Marketing and an Executive Program in Human Resource Management from IIM Calcutta, is an academician par excellence with a knack of entrepreneurial spirit and a persistent passion for continuous learning to upgrade her teaching. A widely travelled academician having Leadership Certifications from Harvard University, UK-India Education & Research Initiative (UKIERI) besides many others in the list and with a rich experience of more than 27 years in academics, research, teaching, training, consultancy; an ardour for innovative learning and an expertise in transforming Management Institutions by focusing on organizational development, she has created a niche for herself in the domain of management education.

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layoffs and uncertainty therein. There is a tremendous shift in the requirements for a formal sector job, and In the last few years, the global pandemic has brought about a true boom in startups, as the number of new companies around the world has significantly surpassed the indicators of last year. Such a surge in entrepreneurship is being attributed to workers who were laid off and started their own businesses.

The Financial Times has reported a boom in entrepreneurship in many countries has been recorded against the backdrop of the pandemic of 2020. Added to this, the technology driven disruption has brought about a phenomenal shift in the skill sets required for the formal job market.

Entrepreneurship, which brings with it critical thinking, creativity, initiative and a sense of purpose is the burning need of the hour for equipping the budding professionals of today to confidently sail through the hyper volatile and competitive work environment of tomorrow. Entrepreneurs are the engines that energize a country towards economic growth. Nearly 60% Indians possess strong entrepreneurial qualities like businessmindedness, persistence, creativity, risk taking spirit and optimism. Despite this, data indicates that very few start new businesses, some of the reasons for which include bureaucratic potholes, right type of funding, poor infrastructure, personal risks, cultural barriers However, the crucial aspect of entrepreneurship must not be discussed in silos. On the contrary, it must be discussed in terms of the entrepreneurial ecosystem nurtured at home along with the stimulus given by the society and country at large. Considering the vital role of entrepreneurs in contributing to the economy of any country, the nation needs an environment wherein being an entrepreneur must be one of the topmost priority in the career wish list of a child as he grows up.

One of the vital prerequisites for fostering entrepreneurship as a strategy for economic development of any country is the kind of “entrepreneurship ecosystem” prevailing in it. Entrepreneurial Ecosystem is a blend of social, economic, cultural, and political components within a region. Hundreds of elements are part of the Entrepreneurial Ecosystem which broadly encompasses culture, policies and leadership, availability of finance, quality of human capital, favorable markets and a wide range of institutional as well as infrastructural assistance. The role of entrepreneurship in economic development varies from economy to economy depending upon its material resources, industrial climate and the responsiveness of the political system to the entrepreneurial function.

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In many ways, the New Education Policy 2020 is an endeavor to encourage and inculcate the spirit of innovation, and to some extent, entrepreneurship. It has been lauded by academicians and corporate alike as an instrument that is going to put the existing Indian education system at par with the advancing world.

Having a strong focus on making the students to not only learn but rather, more importantly, ‘learn how to learn’, the policy also talks about pivoting education towards inculcating critical thinking, problem solving, creativity in the learners while simultaneously guiding them on how to be multidisciplinary, and how to innovate, adapt, and absorb novel perspectives in the dynamic and changing domains.

Educational institutes must strive to provide opportunities to the students for enhancing their skill sets in business development, competitive analysis and sustainability

Indians are known for their capabilities for jugaad, which gets the work done, but this is neither scalable nor replicable and cannot be standardized. However, innovation is. Innovators need a well-rounded education which will enable them to think laterally and innovatively.

Post 1991, when India opened its economy to the world, a greater emphasis has been laid down upon encouraging entrepreneurship. Attempts at various levels have been made to promote entrepreneurship among individuals.

Unfortunately, the education system prevailing in India prepares individuals to seek for traditional employment rather than instilling the confidence to do something that one likes. It is important to note that the curriculum in universities is designed such that it results in an individual as a ‘job seeker’ and not ‘job provider’.

The role of educational institutions in entrepreneurship development cannot be neglected as these are the breeding pools for the entrepreneurs. In India, the awareness about entrepreneurship is still in its nascent stage and students still prefer to seek employment rather than starting their own venture. This is because our education system is designed such that it kills creativity and innovation.

There is a great need for higher educational institutions to move away from conventional memory-based learning to a system that is more focused to foster creativity and innovation.

The educational institutes should design the curriculum such that they have the scope of creativity and innovation. The traditional education system prevailing in India lacks the spirit of innovation and does not provide adequate scope for entrepreneurship.

Educational institutes must strive to provide opportunities to the students for enhancing their skill sets in business development, competitive analysis and sustainability.

Initiatives like Workshops, Guest Lectures, Panel Discussions, Seminars, Surveys and Research activities must be regularly organized in order to provide a holistic platform to the learners for interacting and networking with entrepreneurs, venture capitalists and others experts from the corporate world, thus broadening their horizons in acquiring capabilities for developing creative products and services. Recruitment and career development of educators, professors and researchers should take into account entrepreneurial attitudes, behavior and experience as well as entrepreneurship support activities.

Additionally, in order to successfully navigate through the not so easy and at times bumpy road of entrepreneurship, it is essential that along with the hardcore technical skills, educational institutes must also inculcate the intangible but vitally important life skills.

One such life skill is “Learning Agility”, which is that rare skill that triggers you to “know what to do when you really don’t know what to do”. It encapsulates the ability, willingness and passion of an individual to learn from experiences and then apply the knowledge thus gained to sail out smoothly and perform brilliantly in unforeseen and challenging situations.

The youth of the nation must develop in themselves the Power of 3 ‘Ps’- ‘Power of Visualization’; ‘Power of Anticipation’ and ‘Power of Dreaming Big’. They must try to be limitless rather than defining their boundaries in order to unlock their enormous hidden potential and give wings to their dreams. For policy makers, fostering a favorable entrepreneurial ecosystem in the nation is a burning need of the hour for accelerating the nation on the road for economic progress.

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BEST PRACTICES

Which is a Better Tuition Strategy Strengthen Strong Subjects or Help with Weak Subjects Kiran Meena, Co-Founder & Head of Content, SchoolMyKids.com

Kiran Meena is the Co-Founder & Head of Content at SchoolMyKids.com. She is responsible for all day to day activities and handling the content of the platform. Previously Kiran has worked as Assistant professor Botany in Hansraj College anand Shivaji College, Delhi University. She is a BSc Hons graduate from Hindu College and an MSc Department of Botany from Delhi University. A mother of two adorable kids, Kiran enjoys classical Dance and Art & craft.

She has a senior diploma degree (4 years) in kathak.

She also likes making Tanjore, Gold and Clay & ceramic paintings.

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Although some may criticise and denounce the trend of sending children to tuitions they may attribute it as luxury and parents not doing their parental duties well, many parents believe that tuitions are a significant part of students’ overall academic growth and development

E

ach human being, each student is unique and so is their method and pace of learning. Not all students grasp concepts well in the school classrooms. The reasons could vary from capability of the subject teacher and time spent on a particular topic, on one hand, and on the other, focus of our own children.

They could just be idling away, daydreaming or just too bored and sleepy. So, to tackle the backlog or complete the assignments, parents do feel the need to take some external help.

Now, let us consider the case of a committed student!

Even with the best of knowledge, being disciplined with regularity of attendance, concentrating in class, and submission of homework, the pain of not having scored well in exam is something a sensitive and bright student never forgets. Hence, it is a valid case for some extra assistance and guidance from tutors to provide justice to the brainy and hard-working ones.

Although some may criticise and denounce the trend of sending children to tuitions - they may attribute it as luxury and parents not doing their parental duties well,

many parents believe that tuitions are a significant part of students’ overall academic growth and development.

Many parents say that instead of gallivanting around, the routine of tuitions instil a disciplined practice where the students learn to manage timings, keep a tab of what needs to be achieved, importance of completion of work, and get healthy opportunities to socialize.

The parents acknowledge that the tutors are skilled and with years of experience, they have sharpened their teaching methodologies. They are also well conversant with the syllabi and the trends that examinations follow.

Some of the more up-to-date tutors, are even personally acquainted with the examiners, understand the mindsets and compulsions of academia, and help students attain the skills to attempt any challenge that is served to them.

In a tuition scenario, the stress is low, students can pose questions, and they have complete attention of the tutor. It is a potent mix to hone your skills, strengthen the subjects you are already good at, and of course, understand the concepts of the difficult subjects that you were averting so far.

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programmes initiated in ancient India along with the period Yes, if you were going to the tuitions only to complete when they were built.” the homework and be up to date with the syllabi, then it The students were most likely taught makes sense to cover your weaker subjects first. In the 1. “What are hydraulic structures?” as a stand-alone topic. paucity of time, you may handle your stronger subject Along with it, homework yourself. The same concept is also applicable 2. “Names of some hydraulic structures.” And during examinations, especially in the junior classes. As 3. “What is water management?” again, as a separate your aim is to pass all the exams, to move on to the next sub topic. grade, you may demand your tutor to prepare you for For the student to correctly respond weaker subjects first. This routine to the main abovementioned question, is not as useless as it may seem. s/he should have the capability to The discipline of attending to all connect part no. 1 of the question with your subjects, even the weaker part no. 3. How do these hydraulic ones, gives you a firm foundation. structures lead to water management?

Over the years, students learn to Besides the conflict Because each hydraulic structure understand what the lapses are, between strong and caters to a different water management what they need to overcome, challenge! And then remember the and use that new life strategy weak subjects, the structures around the country that to overcome any subject matter evolved folks today resolve the given water management in future. issue. Oomph!

Gone are the days when attempt to master the So, the correct answer is children who went to tuitions process of learning Sophisticated hydraulic structures were seen as poor in studies. In like dams build of stone rubble, my experience, for the last 2-3 – conceptualizing, reservoirs of lakes, embankments decades, children with capabilities memorizing, and canals for irrigation were built in and promising academic futures various regions of the country. line up for tuitions for all rounded writing, illustrating, (i) A sophisticated water harvesting growth and excellence. In other analysing, and finally system channelling the flood words, while they may work on water of river Ganga was built at their weaker subjects, the need to concluding Sringaverapura near Allahabad in excel and build a niche in that one the first century B.C. particular subject that may build a (ii) Nagarjunakonda in Andhra Pradesh, Bennur in career for them, is very high.

Karnataka, Kolhapur in Maharashtra, and Kalinga in Besides the conflict between strong and weak subjects, Odisha have evidence of irrigation structures. the evolved folks today attempt to master the process (iii) I n the 11th century, Bhopal Lake, one of the largest of learning – conceptualizing, memorizing, writing, artificial lakes of its time was built. illustrating, analysing, and finally concluding. The learners (iv) The tank in Hauz Khas, Delhi was constructed by here gain mastery on a process that can be then applied Iltutmish in the 14th century to supply water to the to any subject and comes extremely handy in senior level Siri Fort Area. academics and later in professional life. To immerse the A skilled tutor who gets the opportunity to focus on children in this kind of learning, the parents themselves, developing concepts and to superimpose them on any have to be evolved enough to foresee and invest in a given situation for attaining solutions, opens an entire method and a tutor that would decimate the gap between range of lateral thinking for their students, to ensure their strong and weak subjects. professional development and success.

Certain parents shared that the students are mostly Nowadays, the students and their parents are on the explained a concept in school through its straightforward same page when it comes to the requirements and the rigour definitions. The questions that follow also operate on the for academic excellence. They acknowledge that while the direct application of the ‘readymade’ formula. Even the weaker subjects have to be managed for basic minimum best of the students fails to apply the conceptual idea into grades, the stronger subject must be mastered…exceled in! a practical situation.

It is akin to choosing your battles. It is a ‘minimization of For instance, let us consider the question: “Highlight effort’ and ‘maximization of result’ strategy. any three hydraulic structures as part of water management

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K12 Digest Sept-Oct 2020 K12 Digest July 2022

3 33

MOST PROMISING

INTERNATIONAL SCHOOLS IN MUMBAI

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Aditya Birla World Academy

Billabong High International School

Website:

Website:

https://www.adityabirlaworldacademy.com/ School Board: IBDP Key Person: Radhika Sinha, Principal How to Apply:

https://www.adityabirlaworldacademy.com/ admissions-online-admissions

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K12 Digest July 2022

https://www.billabonghighschool.com/ mumbai-santacruz/ School Board: IGCSE Key Person: Nikhat Azam, Principal How to Apply:

https://www.billabonghighschool.com/ mumbai-santacruz/admission/

Bombay International School

CP Goenka International School, Borivali

Website:

Website:

School Board: IGCSE, IBDP

School Board: IBDP, CBSE, ICSE, IGCSE

Key Person: Dr. Cyrus Vakil, Principal

Key Person: Anita Sharma, Principal

https://bis.edu.in/

How to Apply:

https://bis.edu.in/admissions/admissionintroduction/

https://www.cpgoenkaborivali.com/

How to Apply:

https://www.cpgoenkaborivali.com/ admission_procedure.aspx

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Dhirubhai Ambani International School

Website:

https://www.dais.edu.in/ School Board: IBDP, CBSE, ICSE, IGCSE Key Person: Isha Ambani Piramal,

D Y Patil International School

Website:

https://www.dypisworli.in/ School Board: IBDP, IGCSE

Vice-Chairperson

Key Person: Kinnari Shah, Principal

How to Apply:

How to Apply:

https://www.dais.edu.in/admissions.html

https://www.dypisworli.in/admissionprocedure-at-dypis/

K12 Digest July 2022

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Ecole Mondiale World School

Podar International Schools

Website:

Website:

https://www.ecolemondiale.org/ School Board: IBDP Key Person: Tina Santilli, Head of School How to Apply:

https://www.ecolemondiale.org/ admission/apply+for+admission

RBK Educational Institutions

Website:

School Board: CBSE Key Person: Soniya Khatri, Principal How to Apply:

https://www.podareducation.org/school/ thane/admissions

Ryan Global School Website:

https://rbkei.org/

https://www.ryanglobalschools.com/

School Board: IBDP, CBSE

School Board: IGCSE

Key Person: Niyati Kanakia, Director

Key Person: Grace Pinto, Managing Director

How to Apply:

https://rbkei.org/admissions/

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https://www.podareducation.org/school/thane

K12 Digest July 2022

How to Apply:

https://www.ryanglobalschools.com/ admissions.php

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K12 Digest July 2022

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MOST PROMISING

INTERNATIONAL SCHOOLS IN MUMBAI

C P GOENKA INTERNATIONAL SCHOOL, BORIVALI GROOMING STUDENTS TO BECOME THE GLOBAL CITIZENS OF TOMORROW

C

P Goenka International School (CPGIS), Borivali is a well-recognized international school with a vision to ensure the growth and development of every student as a global citizen through the simultaneous realisation of academic, physical, cultural, and spiritual aspirations.

“We, at CPGIS, in collaboration with Juhu Parle Education Society, impart knowledge and develop each and every child holistically; for them to be competent of global standards,”

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states Anita Sharma, Principal, CP Goenka International School, Borivali.

An open-door policy and a student-centric approach give CPGIS an edge over the other schools. Moreover, the pupils of CPGIS are provided with an innovative technology-assisted learning environment that facilitates them to exhibit their hidden potential to the fullest.

School Infrastructure, Class Size, & Teaching Pedagogy Situated at one of the finest locations of Borivali, CPGIS has a spacious school premise with a

C.P. Goenka International School, Borivali works as an initiative that aims towards the holistic development of the students with the help of its uniquely designed instructional programmes entailing humanistic values, sports and performing and creative arts

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360° 24/7 CCTV enabled campus, digital classrooms, music and dance studio, innovative science labs, amphitheatre, ICT lab, RIFD, e-library, outdoor play area, football turf, cafeteria, sickbay, and art & craft room.

Besides these, CPGIS has maintained small class sizes with a student-to-teacher ratio of 1:8 playgroup, 1:12 nursery, 1:15 Jr.Kg, and 1:15 Sr Kg for Pre-Primary, 24:2 for primary, and 30:1 for secondary divisions. With digitally enabled creative classrooms, interactive toys, and availability of SAP activities, CPGIS can facilitate better instructions, improve student outcomes, increase attendance & interest of the students, and impart quality learning.

With regards to the course of study, CPGIS offers a CBSE curriculum with an intense yet student-centric academic programme and a plethora of student development activities which connect to the instructional programme and to the school ethos, human values, sports, performing arts, and creative skill to bring out the holistic development in students.

Ms. Anita Sharma, Principal

Located in one of the prime locations of Borivali, CPGIS is a national and an international, private, co-educational K-12 school driven by a strong vision of “Personality over percentage.”

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Supporting Teachers’ Professional Growth CPGIS has a team of highly-qualified and academically proficient teachers from arts, commerce, and science backgrounds. Most teachers have graduate (B.Ed) and/or post-graduate degrees (M.Ed) in education, while some have master’s degrees in special education.

“At CPGIS, we consider our teachers as the brain of the school. To support their professional development, we offer extensive training courses/workshops throughout the year,

including subject matter and methods as well as leadership tools and skills,” shares Principal Anita. These workshops are based on classroom assessment strategies, management and leadership training, professional certifications, technical skills training, teamwork, interpersonal skills training, coaching and mentoring, etc.

Encouraging Creativity & Innovation in Students Since the beginning, CPGIS has implemented numerous strategies to help learners tap into their creative potential and showcase creativity throughout the school environment. “We encourage our learners to come up with their own ideas, answers, and interpretations by involving them in solving real-world problems and asking them open-ended questions,” shares Principal Anita. This is achieved through group projects, using digital tools & visual aids, and conducting brainstorming sessions.

Involving Parents in their Child’s Learning Journey At CPGIS, parents have always played an integral part in their child’s education. Principal Anita reveals that CPGIS

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● 5-Star Rating Award in Excellence in Technology Integration in Education by CED, MSME Govt of India. ● International Icon Award 2022 as ‘Outstanding School for Holistic Education’. ● Awarded ‘Utmost Parents’ Satisfaction During COVID’ by Education Excellence Conclave.

Students Bringing Laurels to the School Learners of CPGIS have participated and excelled in various academic as well as co-curricular competitions held at state, national & international levels. To name a few of the students’ achievements: Won IOSA Olympiad 2020-

has a strong support system for parents like PTMs, PTIS, etc. Parents are also updated on various academics and co-curriculum activities conducted by the school through MICM, email correspondence, and connections at regular intervals. In addition, the school has an in-house counselling cell that helps parents with strategies and guidance.

List of Coveted Awards Over the years, CPGIS has received numerous awards and accolades owing to its quality education, student-centric programmes, holistic learning environment, and teaching pedagogy. Below mentioned are some of the noteworthy achievements of the school. ● ‘Top Emerging School in Mumbai for National and International Curriculum’ by Times School Survey 2021. ● ‘Excellence in Blended Learning’ by the Education World Grand Jury, Ranking 7th in India, 4th in Maharashtra, and 1st in Mumbai.

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21, recognised for Best Academic Performer Certificate & State Topper Medal for International Olympiad of STEAM and Astronomy; ranked 7th in Logiqids Mental Aptitude Olympiad 2021; won a silver medal in SPACETRIX International Aerospace Olympiad 2021; participated in 3 levels of Chinese International exam, won a gold medal in the 6th National Youth Games Championship 2022, stood 9th in the Mumbai Suburban District Chess Association & Universal Chess Foundation, won a gold medal in Inter-Karate competition at Orchid International school, and ranked 5th in MaRRS International Spelling Bee 2021.

Overcoming Challenges Posed by Pandemic The global COVID-19 pandemic shined a harsh light on the vulnerabilities and challenges in the existing educational system. It questioned the readiness of the education systems worldwide to address such a crisis and the sustainability of schools. However, leading international schools such as CPGISwas able to transition from traditional learning to an exclusively online learning platform through its efficient and advanced IT structure.

“We used digital pedagogical tools and virtual exchanges between students and their teachers to deliver education,” shares Anita. Likewise, education at CPGIS was back on

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its toes in merely 15 days, along with streamlined training sessions for teachers and a curriculum for learners. School reopening dates were neither altered nor postponed; the school routine continued smoothly like pre-COVID. The stakeholders of CPGIS did not encounter any significant challenges except for missing the school atmosphere and physical connection.

Equipped with state of the art and spacious infrastructure and ambience, CPGIS is a front runner international school in Borivali with the perfect campus and academic structure

Strategies for Schools to Thrive in the PostPandemic Era Principal Anita says that schools must focus on recovering the learning losses over the previous year and take a futuristic approach to build a resilient system that can withstand any future shocks. Moreover, heavy emphasis must be placed on developing new pedagogies that will be student-centred, inquiry-based, authentic, and purposeful. Similarly, the delivery of instruction must capitalise on the strengths of both synchronous and asynchronous learning.

Operating in the post-pandemic era, CPGIS, Borivali aims to harness education by wise use of technology and limiting its dependency. “Acceptance, adaptation, and adoption of any change will be our mantra, with the emotional connection playing a vital role. We will also train our students to be open-minded, prompt, and independent to make them future-ready,” shares Principal Anita.

Roadmap to a Brighter Future Currently, CPGIS is in the completion phase of elevating its infrastructural facilities along with various other developments. In the coming days, the school will introduce an Artificial Intelligence laboratory as well as Math, Physics, Biology and Chemistry laboratories, 24 New Smart Classrooms, Cafeteria, Library beautification, and Rumpus Room for pre-school learners.

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K12 Digest July 2022

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K12 Digest July 2022

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INDUSTRY VIEW

Passion for Learning & Giving Back to the Society Yogesh Rao, (GMBA & PGPM 2008), SP Jain School of Global Management

At present working as the Chief Cognitive, AI & Data Architect for the Retail Europe market at TCS, he is also the Honorary Advisor at the Madhav Seva Foundation (Educational Trust). Here, he helps in providing 360-degree support including but not limited to mentoring, coaching, and value inculcation to high IQ students from the non-privileged background who are also hardworking and passionate about furthering their studies. The girls and boys range from high school all the way up to postgraduate degrees. The mission is to make them selfreliant so that they can provide for their family and be prepared to face the corporate world across Medical, Pharma, Technology, Finance, Accountancy, Automobile & Law.

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The moment you start to feel that it’s the end, that is the point of the beginning of a stage that will hamper your growth in life, profession, and society

I

was brought up like every other middle-class boy in a rising city in India with a reasonable standard of living and a zeal to do something meaningful in life.

During my childhood, somehow the top aspiration for almost all the kids around me was to become a ‘Nuclear Scientist’. But with the age of digitalisation and the introduction of e-Commerce within a few years, we all saw a huge transformation. Keeping up with the times, I too jumped onto the bandwagon after some logical reasoning. And having been trained during my preparation for CAT, I got into the IT industry fairly quickly too.

I started my career as a database & business intelligence programmer working across sectors, developing hands-on expertise. However, before I even realised it, my expectations from me went up to the building, learning, and mastering these newer and

changing technologies which would not be of any use in the end. This is the point in my life when I started venturing into Business Analysis, Consulting and Project Management.

I realised that various technologies will come and go, but the core knowledge, business sense, areas of expertise, and embracing changing technologies would be a rather important factor leading to growth in this rapidly changing world. At this point while in the USA, I got more determined to pursue my MBA and then soon flew down to Mumbai to attend my rounds of group discussions and interviews for a Global MBA at SP Jain.

My SP Jain Global MBA Experience SP Jain’s MBA course was truly transformative for me. It helped in unlocking my true potential that was concealed all these years. And with this, what really mattered to me

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the most was how they enabled a shy person like me to come out of his shell. This program provided a platform for really intensive, non-stop learning to all its students.

I keep telling the younger generation that come to me to ask questions or even take advice that an MBA is a means to an end and not an end in itself. The moment you start to feel that it’s the end, that is the point of the beginning of a stage that will hamper your growth in life, profession, and society.

Transformational journey Over time, with the right ingredients, exposure to leading Indian and multinational companies, constant learning, support of co-workers, superiors, industry leaders, association with education institutes, industry forums, mentors and networks, things got built in the right direction and gained strength as well.

I had always been keen on reading about leaders’ (not necessarily successful people) biographies to understand the life-changing events that got them the world’s respect and I was really moved by that of Late Shri Manohar Parrikar (ex-Chief Minister of Goa). It was very intriguing for me as to why someone from such a prodigious institute as the Indian Institute of Technology, Mumbai, forgoes all comfort in life and chooses to devote his life to work for the cause of India so selflessly.

I connected with this deeply as it also blended with my own experience and association with educational institutes. This not only inspired me to contribute directly to the upliftment of bright unprivileged sections of society through education but also provide them with the best academic support that I am capable of providing. This, to me, is the only way to bridge the divide in society between the ‘haves’ and the ‘have nots’. I am merely a small cog in the giant wheel of nation-building through the vehicle of Madhav Seva Foundation. Another very important thing that needs to be done is our educational system needs to underpin the correct values and discipline at the elementary level – a purpose all aligned to an ultimate cause. This will help in bringing out financially successful students who eventually turn into great leaders.

Fast Forward to today Today, after being in the industry for just over 22 years, I am working with Tata Consultancy Services serving their retail clients across Europe and a few in India in the Digital, Data, Cognitive, AI, and Analytics space. Also deeply inspired by JRD Tata, it is of utmost importance at TCS that we support social causes and environmental sustainability and are also aligned to the well-round development of the nation. This intuitively expands my

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belief system once again as well. Education, after all, should yield the confidence and wisdom to ask the right question and also help navigate the world to the right path of living.

Education, after all, should yield the confidence and wisdom to ask the right question and also help navigate the world to the right path of living

Lastly, I would like to conclude with an appeal to citizens in the higher orbit – Prove your life’s worth to salvation, by not merely empathising with the needy segment but by coming down to help them. Can you labour that in your available time? Attach yourself to that one good cause that you feel is worth serving and plunge into the Agni-Kund (Hearth).

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BEST PRACTICES

Back to School – Do’s and Don’ts for Parents Pooja Harlalka, Head of Counselling/ Socio-Emotional Learning, The Acres Foundation

Pooja Harlalka is a Licensed Mental Health Counselor and Child and Adolescent Psychotherapist.

At The Acres Foundation, currently she serves as the Head of Counseling, and Head of the Social Emotional Learning (SEL) Program, working to develop inclusive education systems and developing the Foundation’s flagship SEL curriculum. She has been working in the field of mental health and education since the past 11 years. Her work also includes individual and group therapy and supervision for therapists in training. Her experience includes working with public and private schools, the jail system and families in New York, US and Chandigarh, Mumbai, India.

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K12 Digest July 2022

Although some may criticise and denounce the trend of sending children to tuitions they may attribute it as luxury and parents not doing their parental duties well, many parents believe that tuitions are a significant part of students’ overall academic growth and development

T

ransitions and change always take some settling in time for everyone involved, children and adults. This is to be expected regardless of whether it’s returning to school physically after attending school online for a long period of time, or after vacation breaks during the school year. Transitions might always be accompanied with nervousness and need time, however there are things that can be done or avoided to soothe the nerves and ease into them.

Routine and Preparation DO, start preparing, as the time to get back to school gets closer. ● Check if important materials for school are in place and appropriately labelled such as student and parent IDs, uniforms, books and devices, homework, projects, etc well in advance. This way if something needs to get bought, replaced, washed, labelled, a project finished, etc, there is enough time to get it done without anyone panicking. ● Start getting into the routine they follow during school days at least a few days earlier. The routine for sleep is the

most important to start early. This means having children go to bed and wake up at the same time they would during school days instead of the altered timings they might be following during vacations. ● Doing this will help their bodies adjust to the new sleep cycle in time for when school starts which will lead to: (1) children waking up and getting ready on time with little or no fuss when school starts (2) their body being alert, energetic, ready to learn when they get back to school (3) avoiding headaches, minor illnesses, energy drain, crankiness and any struggles children might face due to lack or irregular sleep, through school and after school activities. ● If your child needs more time to settle into a new routine, it is recommended to start changing the sleep routine at least a week in advance. Especially for younger children, go over the timetable/ schedule for the next day together and pack their bags. This way they know what to expect the next day in different classes and are feeling less or not lost or anxious in classes.

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In case your child tends to feel anxious in new environments, it would be best to collaborate with the school team and arrange for a school tour before the first day of school for your child to meet their teachers and get familiar with the physical environment that they will be going to. This is especially important when starting at a new school or a new building/ floor/ classroom.

DON’T wait until the night before to check whether the important things are in place. Although planning the night before is good as a daily practice, it isn’t enough for “back-to-school” If your child has additional needs and would struggle with attending the full day right from the get-go, collaborate with the school team to start off with fewer hours and increase the school day for your child more gradually. This might mean that your child goes in for 2-3 hours for the first two days and then increases the time by 1-1.5 hours each following day. Plan this based on what would work best for your child’s needs.

DON’T wait until the night before to check whether the important things are in place. Although planning the night before is good as a daily practice, it isn’t enough for “back-to-school”. In case something is lost, broken, needs to be washed or labelled, you might not have enough time to get it done. This can result in parents and children feeling overwhelmed, rushed and already under prepared for the first day of school.

Worries and Messaging ● DO talk about changes and feelings. Talk to your children about how they’re feeling about going back to school. Ask them about things they are looking forward to and excited to do in school. Also ask them about anything they might be worried about. If they share they’re going missing you, validate their feelings by saying it’s okay to miss people and that you will miss them too, and then remind them that you will see them before and after school. ● If you’re a parent who works late, tell them you will see them at night, i.e. after school, they will have their classes, have dinner with siblings and grandparents, and then you will be back from work and see them. Be as accurate and

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true as possible. This will help them stay less stressed or anxious throughout the day as they know when to expect seeing you instead of feeling uncertain and confused.

Children will often do this by repeating what you have told them to themselves through the day.

Make sure your messaging through what you say is clear. We want children to know and feel that we believe school is positive and we want them to go to school.

We can do this by (1) assuring them they will see you after school (2) reminding them what they like about school (3) problem solving with them if there is something troubling them without the first option being they can choose not to go to school (4) reminding them why they go to school - to learn new things, make friends, achieve their goals.

DON’T As parents, we might have our own anxieties and worries of our children going to school. As much as possible try not to pass them on to the children and instead discuss your own worries with other adults. Stay away from giving mixed messages such as saying things that might indicate school is optional, or school is good and bad.

Example: stay away from saying it’s okay if you don’t want to go to school or you can go to school if you feel like going and stay home if you don’t feel like going.

This is confusing for children especially if they’re already feeling a little anxious themselves. They feel more safe and stable with clear, direct messaging. Children feed off of our energy and so we need to be clear that going to school is positive and you want them to go to school, even if it’s hard sometimes.

Change in behaviour DO keep a check for change in behaviour.

All children are different hence might act differently while getting used to a change or transitioning from one routine to another. We can expect to see some change in their usual behaviour. Therefore, what we want to pay attention to is not whether our child is acting differently or “oddly” but (1) how odd are they acting? Just a little bit or quite a lot and (2) for how long are they acting different or odd? If it’s 1-2 weeks it might not be anything to worry about; if it consistently lasts longer than that, it might be something to check-in with them about and explore what might be going on.

DON’T ignore it if your child’s behaviour has changed or their acting oddly for a long period of time. They might need a little more support.

Prepare and take everything else one step at a time :)

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ACADEMIC VIEW

Rising Emphasis on Mental Health in Offline Schools Anshu Mittal, Principal, MRG School (Rohini)

Ms. Anshu Mital is the Principal of the school. Ms. Anshu comes with a rich experience of over 25 years working as Principal at DPSG Gurgaon, acting Principal and PGT at Salwan Public School, and Vice-Principal of Amity International School, Saket. She has a B.Ed. and an M.A. in English Literature, and has been actively involved in leadership roles such as training teachers in CBSE workshops, as well as managing school administration. Ms. Anshu has also been the recipient of the Samman Award for using innovative practices in teaching from Rotary Club, New Delhi in September 2015.

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Young minds are robust yet fragile.

They need to develop a strong emotional intelligence system and a resilient thinking framework to face the odds in life and overcome them with gumption

‘M

ental Health’ is a sonder, onerous term with various interpretations, interpolations, and unwelcome societal stigma. It has to be comprehended in a sedulous and compassionate manner, from an individual’s perspective, depending from person to person.

Earlier, there was little to no emphasis given to mental health issues and problems, quite spuriously delegitimising and undermining the seriousness of the matter. In the previous five to six years, it has found respectful mentions and become a substantial part of public debates and discussions, arising out of collective consciousness in the wake of rising suicide deaths and cases of depression.

However, still, the overall incipience and lack of knowledge of commoners and the general public with regards to mental health is disquieting even after the alarming surge in suicide attempts by the student community and youngage adult population. It was indeed incredibly saddening that there was no institutional support or psychological care offered to pupils in educational institutions.

Until now, traditional offline schools have a proper mechanism and psychological care centres and advisory in place to evaluate students’ mental psyche and provide care whenever it is required. Young minds are robust yet fragile.

They need to develop a strong emotional intelligence system and a resilient thinking framework to face the odds in life and overcome them with gumption.

With so many social evils and mendacity like cyberbullying, social media trolling, body shaming, online abuse, and verbal calumnies on a vehement increase, it has become increasingly difficult for impressionable and naive children to retain peace of mind and an unflappable attitude.

The virtual negativity and spite take a pernicious toll on their mental health and dent their self-viewing perceptions.

In the age of global interconnectivity and information gamut, debates and deliberations around mental health issues form the grist to mental health awareness and persuade people to abjure their parochialism in this domain.

Trivialising mental health problems is a nemesis of a civilised society. There is an ostensible projection of social

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In the age of global interconnectivity and information gamut, debates and deliberations around mental health issues form the grist to mental health awareness and persuade people to abjure their parochialism in this domain

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groups that they understand the complexity of such issues, but it is far from the truth.

There is a baleful misrepresentation of common occurrence to denounce a person’s emotional breakdown as if he were suffering from mental issues, often using derogatory words like ‘mad’ or ‘crazy’. There is also a reverse tendency to belittle or nullify someone’s mental health struggles as mere histrionics or an emotional overreaction to a tough situation. Both these cases are archetypes of widespread, inimical nescience of the general population, which has worsened the situation for people who suffer from these issues.

It is one of the reasons why Mental Healthcare has become such an important part of schools. Its purpose is to safeguard students’ interests while assisting them in recognising, facing, and resolving these problems.

Making such wellness frameworks an intrinsic part of the school structure also elevates the standing of the educational institutions and improves their pupils’ performance.

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MOST PROMISING

INTERNATIONAL SCHOOLS IN MUMBAI

RBK EDUCATIONAL INSTITUTIONS AIDING ACADEMIC EXCELLENCE THROUGH INNOVATION AND CREATIVITY

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nvisaged to enable its students not just to be futureready but to shape the future itself, RBK Educational Institutions stands out as a community school with an entrepreneurial spirit that makes students ready to be empathetic, responsible and dependable global citizens. Coupled with the 21st-century skills that the school imparts, it is the school’s vision to see that its students are grounded in Indian traditions and culture, with an appreciation for other cultures and traditions.

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As a community institution, RBK sees itself as a space where the culture of working together strengthens the community. “Our parents regularly contribute to the learning in schools, and there is greater consultation in the shaping of learning within the school.

We stand out when it comes to equal emphasis on knowledge and skill, strongly believing in UN’s Sustainable Development goals where our school had enthusiastically participated in Global schools programme, Global Climate Action project, etc.,” shares Niyati Kanakia, the Director of RBK Educational Institutions.

Started in 2000 under the patronage of the Babubhai Kanakia Foundation, RBK Educational Institutions has earned a distinct reputation as one of Mumbai’s premier educational institutions providing international and national curriculum programs

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About

Niyati Kanakia

Director, RBK Educational Institutions

Niyati Kanakia is the Director of RBK Educational Institutions, which caters to over 10,000 students and is the founder of Olive Trails, a network of new-age preschools offering play-based learning that nurtures 1,500 toddlers and pre-schoolers. Niyati’s primary goal is to create open-minded, critical thinkers while fostering an environment for creativity and character development.

She obtained her bachelor’s in Business Management before pursuing an LLB from KC Law College. Through her own college and schooling experiences, Niyati developed an interest in the education sector when she witnessed a gaping need for quality programmes in our country. A curious learner herself, she found a surging eagerness to bring world-class education to the young learners of India.

She was felicitated by the esteemed magazine “Forbes India” in their March 2021 edition for her achievements and services rendered to the cause of education. She was also awarded the Indian Achievers Award for being a part of India’s biggest tree plantation drive in the year 2021.

The prestigious Economic Times awarded her with Emerging Leader of Tomorrow in Education for her visionary mindset. She was also awarded Asia’s Youngest Entrepreneur 2020-21, recognised by AsiaOne Group.

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RBK Educational Institutions are accredited by various organisations like the International Baccalaureate Organization (IBO), Cambridge International, CBSE and CICSE. Two of their International schools are level 2 accredited to offer SAT/PSAT/AP examinations by the College Board, US and also offer International Award for Young People (IAYP) for all students.

RBK Educational Institutions believes that standalone activities cannot promote innovation and creativity. They understand that a culture needs to be developed where creativity and innovation complement each other. At RBK, teachers continuously build a culture of creativity and innovation by providing students with the requisite agency to choose the way they want to approach open-ended problems. This also goes beyond disciplinary domains and becomes more interdisciplinary and cross-disciplinary in nature. The

Every RBKEI school offers enriching experiences and extra-curricular activities run by its dedicated teaching staff team.

All year round, students can take part in activities to pursue their innate interests, develop skills, and explore new horizons

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school has introduced a STEM programme for primary classes, which also includes Art, Research, Reading, and writing, hence christened as STREAM programme. “Our STREAM programme concentrates on solving open-ended problems that thrive on understanding the interface of Science, Technology, Reading/Research/wRiting, Engineering, Art and Math,” says Ms Niyati.

Additionally, the school understands the need for an educational paradigm to keep up with the changes in professional development that are an inevitable constituent of a school’s functioning. The school conducts induction programmes for new teachers and comprehensive training at the beginning of the year, besides organising regular Continuous Professional Development (CPD). This is above the training conducted by respective educational boards for the teachers.

Though space is a constraint in most schools in and around Mumbai, RBK Educational Institutions have spacious playgrounds with adequate facilities for furthering sports.

The schools have state-of-the-art spacious classrooms

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RBK Educational Institutions helps children become the best version of themselves, by offering an unmatched learning experience through its well-researched and thoughtfully designed programs

which are well ventilated with an optimum number of students. The corridors are spacious with fine computer labs, auditoriums, STEM labs, Art studios, etc., making the schools stand out. “Our class sizes vary based on the curriculum we offer; our smallest class size for International Curriculum is 24 students per class. This provides the teacher adequate flexibility in terms of imparting knowledge and skills through hands-on activities and engagements,” shares Ms Niyati.

There are many accolades that RBK is proud of, including their feature of their students in the International Baccalaureate Organizations Annual

Conference in Singapore, where they depicted the life of Hellen Keller through a mime. The students of RBK were among the top 2% of schools that excelled in the Climate action project endorsed by scientists and organisations, including Jane Goodall, Amnesty International, Microsoft, WWF, NASA and UNEP. They won various awards in sports, innovation, Art, academics etc. Last academic year, the IB Diploma topper scored a perfect score of 45/45 and the next a 44/45. In the National Curriculum, students consistently score above 98%.

Technology will inevitably find a way into all works of life. The pace of technology integration has quadrupled during the pandemic, and it is here to remain. The education sector is seamlessly integrating technology in the classroom with students and teachers well adapted to the use of technology.

This has made education more fun, interactive, and engaging. “Upgrading the facilities to reflect the upmarket image of the organisation and a complete makeover to reflect the progressive nature not just in the vision of RBK Educational Institutions but also in our day-to-day mission. This translates into image makeover with branding, enhancing curriculum offered, capacity building for staff and accelerating the process of the already NEP aligned schools to excel in interdisciplinary approach towards learning,” concludes Ms Niyati.

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ACADEMIC VIEW

The World School A School of Different Thought Meenakshi Ramesh, Director, Curriculum, Research and Development, Vels Group of Schools and Director, V-Skill Centre for Professional Development Mrs. Meenakshi Ramesh is presently employed as Director, Curriculum & R & D, and Program Leader of CICTL & CIDTL – Cambridge International Certificate & Diploma for Teaching and Learning and Director of VSKILL- Centre for Professional Development of Vels Group of Schools, Chennai, India. As a qualified Counsellor with over 35 years of academic experience, Mrs. Meenakshi has dealt with social and psychological dimensions at special counselling session for parents, teachers and students. Being a member of Amateur Drama Troupe at New Delhi, she has keen interests towards dramatics, music, and elocution.

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Curriculum for Excellence with improved student participation, Successful Learners, Confident individuals, Responsible Citizens, Effective Contributors and the syllabi drawn should have an international outlook but retain a local relevance

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lobal schools are emerging to be academic nurseries for those to develop futuristic International Citizens.

Who is a Global Citizen?

With boundaries limitless and waning, Global Citizen is not an imaginary national construct. Associated characters have to become well established, inculcated and nourished from childhood. The global citizen in the making should be able to take in stride victory and defeat in the same measure.

THE UNESCO charter on Global Citizenship education says while the world may be increasingly interconnected, the human rights violation, inequality and poverty still threaten peace and sustainability.

• It emphasized global citizenship education (GCED) in the response to the above; • Active promoters of more peaceful, tolerant, inclusive, secure and sustainable societies; • A child from global school is to be trained to survive all weather creatures;

Why is Global Citizenship Needed?

Education must be not only a transmission of culture but also a provider of alternative views of the world, strengthening of skills to explore them (Jerome S. Bruner). Curriculum for Excellence with improved student participation, Successful Learners, Confident individuals, Responsible Citizens, Effective Contributors and the syllabi drawn should have an international outlook but retain a local relevance. It has to be developed for international student body and avoid cultural bias.

Need For a Global School: Apart from the fundamental 3Rs (reading, writing and arithmetic) learning, there is a need for a global school that teaches ecology, etiquette, production, distribution, consumption, technology, communication and arts- all of which are uniformly which are evolving to be universally standardized.

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A school has to train in: • Decision making skills • Risk taking ventures • Ecology and protection of nature • Socio-politically instilled discriminatory hatred must be democratically explained • Inclusive system of living should be taught to them • Global school must be sensitized to have a sustainable model of teaching and an acceptable Syllabus • It should be supported by governments and universalities How Should the Curriculum for Excellence Be Redefined in a Global School The syllabuses drawn should have an international outlook but retain a local relevance The syllabus is developed for international student body and avoid cultural bias. Also to develop learner knowledge, skills and understanding in: a) Subject Content b) Applying Knowledge and Understanding to new as well as unfamiliar situation c) Intellectual Enquiry d) Flexibility and Responsiveness to change e) Talking and Communicating in English f) Influencing Outcomes g) Cultural Awareness Let us look at some of the basic areas where there can be potential improvement I. Improving Curricula And the four trends identified are: 1) Competency – based logic 2) Socio- constructivist perspective 3) Increased focus on learners 4) More emphasis on authentic learning situations There is always a greater possibility for a significant disconnection between the above prescribed curricula and classroom reality (Ref: The Council of Ministers of Education, in Canada) II. How to prioritize and create learning opportunities for authentic learning This pandemic has made us all reflect on one question and that is “How to decide on the necessity, importance and usefulness if choosing a certain curriculum content?”. Major factor to be considered under authentic learning even before choosing the content of a curriculum, it becomes imperative to preserve students’ readiness level to learn even in a remote manner.

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With the available tools, skills and attitude the learning can be as fun filled as possible without compromising on the final outcomes and standards to be achieved

To develop, maintain and celebrate the bonding of students with teachers and schools during this mode of online learning pattern becomes very challenging and takes the utmost priority even more than transfer of Knowledge. It becomes the responsibility of all the stake holders to understand the importance of preserving students’ motivation, engagement and interest while staying connected to school, especially when the schools are closed for more than one year.

Then comes choosing on varied, flexible and authentic learning activities, which is comfortable even in an online environment. Teachers need to become “Agile Thinkers”, to use available minimum tools and apps and make herself / himself an efficient online teacher. Teachers can refer to the UN’s 2030 Agenda-Sustainable Development Goals (SDGS) to create authentic and contextualized learning situations (SDGS). UNESCO chair in Curriculum Development, suggest many ways as means to achieve this.

By placing students at the centre of their learning, there is a need to draw on various internal and external resources, that would result in contextualizing the students’ return to school and the connect can be drawn faster when they return to school after a long gap.

III. Maximizing the use of learning outside the classroom It has been and is being witnessed by all of us that this Covid-19 crisis, has shown us great pathways to stay virtually connected and still take care of one’s well-being and continue learning through distance education. Even while preparing to get back to Hybrid learning, Blended learning, Flipped learning etc.??!!, it is going to pose a big challenge to follow the Standard.

Operational Procedures like reduced class size, spacing out desk spaces between students preferring to take outdoor class etc. Outside the classroom initiatives, outdoor learning and in classroom learning experience has to be complementary and supplementary.

IV. Self - paced and independent learning The facilities with many learning platforms, apps and tools, interspersed with a clear implementation of the SAMR model, (Substitution, Augmentation, Modification, and Redefinition) has provided plenty of opportunities for self-paced, individualized learning --- this is a great boon to address Differentiation too. With the available tools, skills and attitude the learning can be as fun filled as possible without compromising on the final outcomes and standards to be achieved.

Students learn, ● To organize their work better ● Take more initiative ● Think more critically ● Become more involved and ● Responsible Teachers can try out learner- centered teaching model; with ways and means to suit the individual learner needs, their ability to seek information and analyze and solve problems in practical and innovative ways.

V. This leads to equipping teachers with digital skills How to enhance the Digital Literacy skills among teachers? - There are many online courses Massive Open Online Courses (MOOCs) on distance and online education. This is made available by many universities and even in India, teaching platforms like SWAYAM, Diksha provide such opportunities to adapt and enhance digital literary skills.

If the above points are kept in mind the global citizens with their improved participation in all activities designed become successful learners, confident individuals, responsible citizens and effective contributors.

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INDUSTRY VIEW

Does Your Child Need Endless Tuition Teachers?

Yuvraj Krishan Sharma, Co-Founder & CPO, KOMPANIONS

Mr. Yuvraj Krishan Sharma spearheads Kompanions as a CoFounder and Chief Product Officer (CPO). He is a spirited and creative person at heart fuelled with a flair for innovation and technology, who continuously excited about the creation of ‘NEW Technologies’. As an entrepreneur, he firmly believes that given today’s volatile status-quo and rapidly changing scenario, students need an advanced technological skill-set to sustain growth to meet the demands of the knowledge-based economy, concepts and businesses. Having decades experience, Mr. Sharma has established himself as an industry experts. Before the inception of Kompanions, Mr. Sharma was associated with companies such as The Curriculum Company, iDiscoveri Education, Career Launcher and Noesis Infoway.

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Having a tuition teacher is good, but selfstudy for a student is also essential, and until their concepts are not clear, they cannot learn further or move forward to understanding more complex topics

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arents invest a considerable sum of money in their child’s tuition fees. In traditional learning, students had limited sources to gain information. Even today, the role of a tuition teacher is considered to be one of the primary sources of knowledge and the authority figure in the conventional home or classroom. Teachers would select what subject to teach pupils, typically based on a predetermined set of academic criteria and skills assessed by an exam or test.

To learn from a tuition teacher, the students have to sit in one place for their classes but imagine a world where they can go anywhere and still understand what they are learning. The need of the hour is for students to focus on clearing fundamental concepts for each of their subjects to move forward constructively on their learning journey and grasp more complex topics easily. Online learning can be just as good or even better in some cases compared to inperson classroom learning.

Today technology-based learning platforms provide students with fast access to knowledge, accelerated learning, and an interactive, fun experience to put what they’ve learned into practice. In addition, it allows students to study new disciplines and expand their comprehension of complex concepts, which is very useful in STEM. The evolution of online ed-tech platforms and tools has enabled the students to learn courses outside the classroom.

Having a tuition teacher is good, but self-study for a student is also essential, and until their concepts are not clear, they cannot learn further or move forward to understanding more complex topics. In addition, one-onone tuition teachers are expensive, not everybody can afford it, and the teacher can’t focus on each child in group tuition. These unprecedented situations may transpire a vicious cycle of excuses and blame between the educators and the parents for why the child is not picking up the concepts.

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Children have a shorter attention span than adults.

Therefore, if they don’t find the method of teaching or learning fun and interactive, they will soon lose interest, and learning won’t happen. Consequently, it is crucial to track the progress of what the students have understood and what doubts they continue to have on their learning journey. Therefore, formulating diverse fun and interactive study modules for children to build an interest in learning and further understanding more complex topics as they move forward in their learning journey.

Self-learning is vital since learning is only beneficial for the learner when there is an innate desire to learn from the inside rather than being imposed by external circumstances

When kids are growing up, 80% of learning happens through visualization during their early age as it is easy to retain the knowledge when students learn something if they do it by visualization. In addition, students learn faster with the help of new-age technological tools since it’s a whole new experience of interacting with concepts better, which gives them that feeling like they are watching a new comic movie. Why is that? Simply because children love the interaction aspect when they consume content or wish to learn along with self-study.

Ed-tech learning tools are better than traditional tuition teachers, as it is one of the most compelling and innovative ways for students to learn. AR technology provides them with a visual learning experience. It’s immersive, engages the learner, and has no human error involved. AR tools help students visualize complex topics, making it easy to understand difficult concepts like trigonometry, calculus,

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and physics. In addition, it includes object recognition, thus helping students to learn faster. Learning through visualization lets students clear their doubts about any topic by adding annotation over the real-world object.

The benefits of using AR ed-tech tools compared to children spending a considerable amount of time taking independent or group tuition is significantly clear. The more time students spend on the ed-tech platform, the more they comprehend the learner’s behaviour and shortcoming by mapping the learner’s journey and then setting up remediation consistently, unlike human teachers and giving the students a learning score index.

For students who are weak in math, grasping the fundamentals of Rational Numbers in class 8th is crucial.

Tuition teachers need to diagnose what the student has not learnt thoroughly. The tutor also needs to be aware of the key concepts the students need to first get right and needs continuous practice,else teaching and learning both wont move forward. If students who are weak in math and have an inadequate understanding of the fundamentals of what are Rational Numbers in class 8th he won’t be able to understand the following topic and problem in math.

The solution that ed-tech offers to students is to help them assess their weaknesses in understanding how far they have come in comprehending the fundamental topic. Therefore the student must practice building a good foundation in basic fractions, ratios, decimals, parts of whole operations with whole numbers, and a clear comprehension of measuring concepts to learn more about the next complex topic in math. While learning a subject using specific technological study platforms, unless the student answers all questions correctly at the end of a study module, they don’t move forward in their learning journey to study the following more complex topics.

Self-learning is vital since learning is only beneficial for the learner when there is an innate desire to learn from the inside rather than being imposed by external circumstances. Children get motivated by a deep desire from within, allowing learners to realize the drive and essential motivation, resulting in enriched learning.

Children learn independently at their own pace during self-study, concentrating on topics that interest them the most or need to understand better. This ease alleviates irritation, anxiety, or boredom children may experience in the classroom or with tuition teachers.

Students’ learning time can be reduced to half with the help of an AR learning tool compared to taking coaching from a tuition teacher. In addition, unlike traditional tuition coaching, learning through an AR Ed-tech platform provides a better learning experience at a low cost, is far more flexible and saves students time.

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K12 Digest Higher Education Digest July 2022 2020 October