How Finland's
System Accomplish Impressive Feats?
SHANNON YERKIC CEO, TruMantra Education Group
SHANNON YERKIC
EDITOR’S DESK
Dear Readers,
InthiseditionofTheEntrepreneurial ChronicleMagazine,weproudlypresent ourcomprehensivecoveragecelebrating “MostInspiringBusinessLeaders
RevolutionizingEducationIndustry-2024. ” Throughouthistory,havecontinuouslyredefined success,shatteredglassceilings,anddriven industriesforwardwiththeiringenuity,resilience, andunwaveringdetermination.
Inthesepages,wespotlighttrailblazers, innovators,andleaderswhosecontributionshave notonlytransformedtheirrespectivefieldsbut havealsoinspiredgenerations.Theirstoriesarea testamenttothepowerofvision,tenacity,and unwaveringdedicationintheworldofbusiness.
Fromgroundbreakingentrepreneurschallenging thestatusquotoexecutivesleadingmultinational corporationswithunparalleledgrace,eachprofile encapsulatestheessenceofleadership, perseverance,andtheunyieldingspiritthat propelsprogress.
Wearethrilledtobringyouthisspecialeditionof TheEntrepreneurialChronicleMagazinefocused on“MostInspiringBusinessLeaders
RevolutionizingEducationIndustry-2024”
Forourcoverstory,wehadtheprivilegeof
featuringShannonYerkic,Co-founderof TruMantraEducationGroup.
ShannonYerkicinspiringstoryoflaunching WordontheBlockembodiestheentrepreneurial spiritandpassionthatdrivesmanyofthe outstandingleaderstoday.Inourcoverstory, ShannonYerkicsharesinsightsintohispersonal journey,thechallengesshefacedasayoung Asianmaleentrepreneur,andherbestadvicefor aspiringbusinessleaders.Wegreatlyenjoyedthe opportunitytositdownwithShannonYerkicand learnmoreaboutwhatmotivateshisasan empoweringbusiness.
AtTheEntrepreneurialChronicle,webelieveitis importanttorecognizewomenwhoarecreating positivechangeandempoweringotherstoreach theirhighestpotential.Wehopethiseditionwill informandencourageyouaswehighlightthe tremendouscontributionsofpioneeringacross sectors.
Wehopethiseditionservesasasourceof motivation,empowerment,andrecognitionfor theoutstandingachievementsoftheseremarkable intheglobalbusinesslandscape.
Teena Tucker Editor-in-Chief
TeenaTucker
C o v S t o r y
How Finland's Education System Accomplish Impressive Feats?
Language and Gender: The Impact of Education Technology and Teacher Training
Redefining Education through Leadership and Innovation
BUSINESS DEVELOPMENT MANAGER MICHAEL CROW
BUSINESS DEVELOPMENT EXECUTIVE MARK FERREIRA
TECHNICAL HEAD NATHALIE RAO
TECHNICAL CONSULTANT JACQUELYN SHORTER
MARKETING MANAGER RUBY CHUPP
DIGITAL MARKETING MANAGER ROLANDO HOWARD
EDITOR IN CHIEF TEENA TUCKER
ART AND DESIGN HEAD HAZEL WILLIAMS
sales@theentrepreneurialchronicle.com
For any other queries, write to us at info@theentrepreneurialchronicle.com www.theentrepreneurialchronicle.com
All rights reserved. The thoughts contained within the magazine, encompassing both text and visuals, are the exclusive property of the individual writers and contributors and may not necessarily represent the belief of The Entrepreneurial Chronicles Magazine or its associated businesses. The content's dependability and correctness are not guaranteed by us. Advertisers bear the for their ads; the publisher does not support the statements made by them. For free subscriptions and personal use exclusively within the company, The Entrepreneurial Chronicles Magazine is available online. It can't be distributed or sold. Unauthorized printing or duplication of the digital magazine does not subject the publisher to liability. You are aware that this statement could be altered to conform to The Entrepreneurial Chronicles Magazine's policies.
www.facebook.com/theentrepreneurialchronicle
www.instagram.com/theentrepreneurialchronicle twitter.com/theentrepreneurialchronicle
www.linkedin.com/theentrepreneurialchronicle www.youtube.com/theentrepreneurialchronicle
SHANNON YERKIC CEO, TruMantra Education Group
YERKIC
RedefiningEducationthrough LeadershipandInnovation
“Leadership is the art of shaping vision into reality, not by following paths, but by carving them.”
Themostimpactfulleadersdon'tjust confinethemselvestothestatusquo. Theycreateavisionthatredefinesthe rulesofthegame.Theyseepotentialwhere othersseelimitsandsetouttobuildsomething lasting—onedeliberatestepatatime.
Intheworldofeducation,whereinnovationand empathyoftencollide,leadershipislessabout authorityandmoreaboutnurturinggrowth,not justwithininstitutionsbutinpeople.
ShannonYerkic,thevisionaryCEOof TruMantraEducationGroup,embodiesthis transformativespirit.Hisjourneyisn'tmerely aboutrisingtoleadership;it'saboutreshapingthe educationallandscapetoempowerindividuals andcommunitiesinwaysthatareasdynamicas theyareenduring.
Withasteadfastcommitmenttoholistic education,afocusontranspersonaldevelopment, andaknackforfosteringathrivingculturefrom within,Shannon'sstoryisoneofresilience, adaptability,andunwaveringbeliefinthepower ofeducationtotransformlives.
WhereItAllBegan
Shannon'sprofessionaljourneybeganwitha degreeinpoliticalsciencefromValdostaState University.Whatmightseemlikeanunusual
startingpointforsomeoneleadinganeducationfocusedorganizationwas,infact,thefoundation ofskillsandvaluesthatwouldlatershapehis leadershipapproach.Fromhisearliestdays, Shannondisplayedadedicationtoexpanding educationalaccessacrossbothdomesticand internationalmarkets,acommitmentthathas beenaconsistentthreadthroughouthiscareer
“Iwasinspiredtopursueacareerineducation becauseitallowedmetobringmystrengthsof
leadership,energy,expertise,andenthusiasmto eachpositionthatIhaveheld,”Shannonreflects. Hisjourneyhasbeenoneofconstantly approachingeverysituationwiththesame determinationthathasenabledsuccessforhis teamsandhimself.Today,thatpassionfindsits fullestexpressionatTruMantraEducationGroup, wheretheycontinuetofosterresultsthatbenefit bothstudentsandstaff.
BuildingTruMantra
TruMantraEducationGroupwasestablished inMarch2017,drivenbyamissionto promotetranspersonaltrainingdedicatedto theholisticdevelopmentofindividuals.The group'sphilosophyiscenteredonproviding aninclusiveenvironmentwheredeeplearning canoccur.“Webelievethatthegoalsoflearning andtherapyshouldbethoseofthestudent ratherthantheteacher,”Shannonsays.This student-centricapproachreflectshisbeliefin theintrinsiclinkbetweenhowindividualsview themselvesandhowtheyinteractwiththe world.Thisphilosophyisattheheartof TruMantra'sapproach,emphasizingthat thejourneyoflearningisjustasimportant asthedestination.
However,thejourneyhasn'tbeenwithoutits challenges.Thefor-profiteducationsectorhas comeunderincreasedscrutiny,particularlyunder thecurrentadministration.ForShannon,the primarychallengeisensuringthatgovernment regulationsareapplieduniformlyacrossall sectorsofhighereducation,whetherfor-profit, public,orprivate.Heemphasizesthatall institutionsshouldbejudgedbythesame performancestandards.Thiscommitmentto fairnessandtransparencyisahallmarkof Shannon'sleadership,underlininghis determinationtoleveltheplayingfieldforall educationproviders.
Shannonpointsoutthatthischallengeisn'tjust aboutcomplyingwithregulationsbutabout advocatingforafairevaluationsystemthatholds everytypeofinstitutionaccountabletothesame standards.Byfocusingonmaintaining transparencyandupholdinghighstandardsacross theboard,ShannonensuresthatTruMantra remainsresilientandadaptable,eveninashifting regulatoryenvironment.
Purpose-DrivenandInclusiveLeadership
Intoday'scomplexbusinessenvironment, effectiveleadershiprequiresmorethanjust technicalknowledgeorindustryexpertise.For Shannon,leadershipisaboutcreatingpurposeand clarityforeveryonewithintheorganization.
“Employeeswanttoknowthere'sapurposetothe businessandaplanofactiontobeimplemented,” Shannonshares.Hisapproachisdeeplyrootedin inclusivityandcommunication.Hebelievesthat involvingemployeesindecision-making processesandkeepingtheminformedfostersa senseofvalueandbelonging.Thisphilosophyis reflectedineverylayerofTruMantra'soperations, fromstrategydevelopmenttodailyinteractions.
Shannon'sleadershipapproachisespecially effectiveinsituationsthatrequirechangeand rebuilding.Havingfacednumerousscenarios wheretransformationwasessential,heknows thatthekeytosuccessliesingettingabuy-in fromeveryoneinvolved.“Employeesappreciate knowingtheirpartandwhattheycandotokeep operationsrunningsmoothly,”Shannonnotes.
Bymakingsurehisteamunderstandsnotonlythe broadervisionbutalsotheirindividualroles
withinthatvision,hebuildsacohesiveunitthat workstowardcommongoals.Theresultisan organizationwhereemployeesfeelbothvalued andempoweredtocontributetheirbestideas.
Thisphilosophyextendsbeyondstrategic planningtohowShannonencouragescontinuous improvementwithinhisteams.Byfosteringa culturewhereemployeesfeelempoweredto brainstormandoffersolutions,hehascreatedan environmentwhereinnovationthrives.Hisbelief thatleadershipshouldinspirecollaborationand trusthasbeeninstrumentalinsteeringTruMantra throughchallengingsituations.Thiscollaborative approachhasproventobethemostsuccessfulin leadingteamstosuccess,particularlyinindustries thatareconstantlyevolving.
BalancingInnovationwithStability
Thetensionbetweendrivinginnovationand
maintainingstabilityisachallengethatevery leaderfaces,especiallyinanindustryasfluidas education.Shannon'sapproachtothisbalancing actischaracterizedbyaforward-thinking mindsetcombinedwithacommitmentto practicaloutcomes.
“Today'scomplexbusinessenvironmentcallsfor anewapproachtoleadership,”Shannonnotes. Forhim,thismeansfocusingoncreating meaningfulvalueforallstakeholders,from studentstofacultyandbeyond.
InhisroleasCEO,Shannondescribeshimselfas avisionaryarchitect,coach,andcatalyst.His extensivebackgroundacrossexecutiveand corporatemanagementroles,alongwithhis experienceasanaccreditationchairinsectorslike healthcareandbusiness,hasshapedhisabilityto leadwithbothenergyandexpertise.It'sthis combinationofstrategicinsightandhands-on leadershipthatenables himtofosterstability whilestillpushingthe boundariesofwhat's possibleineducation.
Shannon'sdedication isevidentinevery decisionhemakes, whetherit'sexpanding programofferingsor adoptingnew technologiesto improvethelearning experience.His leadershipis characterizedbya holisticapproachthat considersboththe immediateneedsofthe organizationandthe long-termvisionfor
growth.Thebalancebetweeninnovationand stabilityisnotjustagoalbutaguidingprinciple thatinformseveryaspectofTruMantra'sstrategy.
NurturingTalentfromWithin
OneofShannon'scorebeliefsisthatthebesttalent
oftenlieswithintheorganizationitself.While externalhiresbringfreshperspectives,theycan alsofacechallengesinadaptingtoan organization'sculture.“Ifinditvaluabletolook fortalentinternallybeforesearchingoutside,” Shannonexplains.
Hispreferencefor'promotingfromwithin'is basedonthehigherlevelsofadaptationand loyaltythatinternalcandidatesoftendisplay.By prioritizinginternalgrowth,henotonlyboosts engagementbutalsostrengthensthecultural fabricofTruMantra.
“Whenyouhireexternaltalent,theyoften takelongertoadaptandhavehigherratesof voluntaryandinvoluntaryexits,”Shannon notes.Bycontrast,internalhiresarealready alignedwiththecompany'svaluesandhave adeeperunderstandingofitsculture.This approachnotonlyresultsinhighersuccess ratesbutalsoenhancesemployeeengagement, asteammembersseethattheireffortsare recognizedandrewardedwithgrowth opportunities.
Mentorshipplaysacrucialroleinthisapproach. Shannonseesmentorshipasawaytodevelop notjustskillsbutalsoadeepalignmentwith theorganization'svaluesandmission.By investinginthegrowthofhispeople,Shannon ensuresthattheyarewell-preparedtotakeon leadershiprolesandcontributemeaningfullyto theorganization'ssuccess.Additionally,fostering acultureofmentorshipboostsmoraleandcreates asenseofcontinuityandstabilitywithinthe organization.
HarnessingThePowerofHybridLearning
Shannon'svisionforthefutureofeducationis centeredonhybridlearning.Therapidlyevolving educationallandscapepresentsbothchallenges
andopportunities,andShannonisfocused onutilizingthepotentialofhybridmodels thatblendin-personinstructionwithdigital learning.
“Ourinstitutioniscommittedtocreating engaging,inclusive,andeffectiveeducational experiencesforourstudents,”Shannonasserts. ThisapproachalignsperfectlywithTruMantra's philosophyofmeetingstudentswheretheyare, bothintermsoftheirlearningneedsandthe environmentstheythrivein.
“Intoday'srapidlyevolvingeducational landscape,hybridlearninghasemergedasa powerfulapproachthatcombinesthebestofboth worlds,”Shannonexplains.Inthismodel, studentsinteractface-to-facewithteachersand peersduringdesignatedclasssessionswhile utilizingdigitaltoolsandresourcestocomplete assignmentsandparticipateinonlinediscussions. Theflexibilityofthisapproachallowsforgreater personalizationandadaptability,enabling studentstolearnattheirownpaceandaccess materialsfromanywherewithaninternet connection.
“Hybridlearningpromotesactiveparticipation, fostersindependentlearningskills,andprepares studentsforthedigitalagebyintegrating technologyintotheeducationalprocess,” Shannonadds.Themodelisdesignedto offerabalancebetweenthestructureand socialinteractionoftraditionalclassrooms andtheconvenienceandaccessibilityof onlinelearning,makingitacompellingoption intoday'seducationallandscape.ForShannon, thisvisionisnotjustaboutadoptingthelatest trendsbutaboutcreatingmeaningful,long-term valueforstudents.
TruMantraisalreadytakingsignificantstepsto bringthisvisiontolife.Thegroup'sdedicated
teamofeducatorshasdesignedadynamic curriculumthatmaximizesthepotentialofhybrid learning.
Studentscanaccesscoursematerials,interactive resources,andcollaboratewithpeersand instructorsthroughanintuitiveonlinelearning platform.Thisdigitalecosystemenhancesthe learningexperiencebyprovidingmultimedia content,virtualsimulations,real-timefeedback, andopportunitiesforbothasynchronousand synchronousinteractions.
“Flexibilityliesatthecoreofourhybridlearning approach,”Shannonexplains.Studentscan customizetheirlearningjourneyaccordingto theiruniqueneedsandpreferences,whetherthat meansattendingon-campusclasses,participating invirtualsessions,oroptingforacombinationof both.Thisflexibilityempowerslearnersto balancetheiracademicpursuitswithwork, personalcommitments,andotherresponsibilities,
ensuringalearner-centricexperiencethatis tailoredtotheirneeds.
LeadingThroughChange
Whethernavigatingregulatorychallengesor steeringtheorganizationthroughindustryshifts, Shannon'sleadershipstyleisdefinedbyresilience andadaptability.“Inmanyinstances,I'vebeenin situationsthatrequirechangeandrebuilding,”he recalls.Insuchscenarios,Shannonfindsthat
transparencyandinvolvementarekeytokeeping operationsrunningsmoothly.Employeesneedto feelvaluedandinformed,andShannon's approachtoleadershipensuresthattheyremain engagedandmotivatedeveninchallengingtimes.
“Employeesappreciateknowingtheirpartand whattheycandotokeepoperationsrunning smoothly,”Shannonsays.Thekeytosuccessful changemanagement,inhisview,istoinvolve employeesintheprocessandkeeptheminformed oftheplan.Bydoingso,hecreatesan
environmentwhereemployeesnot onlyunderstandthevisionbutalso feelinvestedinitssuccess.This inclusiveapproachtoleadershiphas beencrucialinnavigating significantindustryshiftsand ensuringthatTruMantraremains adaptableandresilientinthefaceof change.
Shannon'sleadershipduring challengingtimesreflectshisbelief intheimportanceofclear communicationandawell-defined purpose.Thisstrategyhasallowed himtoturnpotentialobstaclesinto opportunitiesforgrowthand innovation,furthersolidifying TruMantra'sauthorityinthe educationsector.
SettingNovelBenchmarks
Overtheyears,Shannonhas amassedaseriesof accomplishmentsthatreflecthis dedicationtobothhisprofession andhiscommunity.Hisleadership atTruMantrahasnotonlydriven organizationalsuccessbutalsoled torecognitionacrosstheindustry.
Whileawardsandaccoladesarealwaysanhonor, Shannonviewsthemasareminderofthebroader missionheispursuing.“Beingrecognizedisnot justanhonor;it'sareminderofthe responsibilitiesIcarry,”hesays.These milestonesareatestamenttohiscommitmentto fosteringgrowth,innovation,andinclusivityin education.
TherecognitionthatShannonandTruMantra havereceivedreflectstheirimpactintheindustry.
Fromawardshighlightingexcellencein leadershiptoaccoladesforinnovativeapproaches ineducation,theseachievementsserveas milestonesinajourneydedicatedtoimproving accesstoqualityeducationanddrivingpositive changeinthesector.ForShannon,these accoladesarenotjustpersonalmilestonesbut indicatorsthattheorganizationisontheright path.
TheRoadAhead
AsShannonlookstowardthefuture,both personallyandforTruMantra,hisgoalsremain rootedinthevaluesthathaveguidedhimthusfar: innovation,inclusivity,andarelentlessfocuson improvingeducationalaccess.
Thehybridlearningmodelisjustoneaspectof hisbroaderstrategytorevolutionizetheeducation industry Withaneyeoncontinuousimprovement andadaptability,Shannonplanstokeeppushing theboundariesofwhatTruMantracanachieve.
Foraspiringbusinessleadersintheeducation space,Shannonoffersstraightforwardadvice: “Followyourpassion,andsuccesswillfollow you.”It'salessonhehasadoptedthroughouthis career,andonethatcontinuestoguidehis leadershiptoday.Whetherthroughstrategic vision,mentorship,orfosteringacultureof growthfromwithin,Shannon'sleadership philosophyremainsabeaconforthoselookingto makealastingimpact.
Hisadviceisrootedintheexperiencesand lessonshehasgatheredoveryearsofleading teamsandorganizations.“Successisnotjust aboutwhatyouachievebutabouthowyou inspireandempowerotherstoachievealongside you,”Shannonremarks.Thisethosofservant leadershipisatthecoreofhisvisionforthe future,bothforhimselfandforTruMantra.Asthe
organizationcontinuestoevolve,Shannon'sfocus willremainoncreatingopportunitiesforgrowth, fosteringinnovation,andbuildingalegacythat transcendstheboundariesoftraditional education.
ALegacyofTransformation
Atitscore,Shannon'sjourneyisabout transformation—notjustoftheorganizationshe hasled,butofthepeoplewhohavebeentouched byhiswork.HisleadershipatTruMantra exemplifiesacommitmenttoholistic development,bothforstudentsandfortheteams thatsupportthem.Bystayingtruetohisvalues andadaptingtotheevolvinglandscapeof education,Shannonhascreatedalegacythatwill inspirefutureleadersforyearstocome.
“EverystepItakeisaboutleavingalegacythat transcendsboundariesandtouchesthelivesof people,”Shannonconcludes.Andwithhis unwaveringfocusoninnovation,inclusivity,and impact,thatlegacyisalreadywellonitswayto beingrealized.
HOW FINLAND'S EDUCATION SYSTEM ACCOMPLISH IMPRESSIVE FEATS?
Everycountryhasitsownapproachtoward education.Theyhavetheirownvalues, history,andexperiencesthattheywantthe littlecitizensoftheirhomelandtoknow,respect,and inherit.Someoftheseapproaches,incomparison,are deemedbetterthanothers;whichfurtherleadsto switchingcountriesforhigherandmoreefficient education.
Finlandisrenownedforhavingthebesteducational systemintheworld.Ithaspainstakinglycraftedasystem foracademiaandlearningthatisonparwithpractically everynationontheplanet.
Thenation,whichsharesborderswithEstoniaandland borderswithSweden,Norway,andRussia,isuniquein itsblendofthecontemporaryandthenatural,withclean, affluentcitiesandlushforestsinthecountryside.The Finnisheducationalsystem,whichisemergingasan intellectualforceineducation,isthoughttohavecracked thesecretofprovidinghigh-qualityteachingand upholdingthebenchmarkofperpetuallearning.
TheNumbersApproach
Withatotalpopulationof5.53million,Finland hasaliteracyrateof99%.Thecountryisadmired bymanyandtheFinnishEducationsystemhas beennamedthemostwell-developededucation intheworldbyWorldEconomicForum'sGlobal Competitivestudy
Finlandhasrecentlyearnedrecognitionforbeingthe world'shappiestnation.Manypeopleareleftbemusedly askinghowandwhyitistheworld'shappiestcountry. It hasalottodowiththeeducationalsystemandhowit upholdsthenation'sfundamentalideals—honesty, justice,practicality,andfaithinothers.
TeachersAboveAll
OneofthemostappreciativetraitsofTheFinnish Educationsystemisthattheyhavesetthebarfarhighup forteachers.Thereisaquite“rigorous”gradingsystem forteachers.
Beforestartingtheircareers,allteachersmustacquirea master'sdegree.Themostdemandingandcompetitive professionalschoolsinthenationarethosethatprovide teachingprograms.Itistheindividualprincipal'sdutyto takeactionifateacherisn'tperformingeffectively.
Theideaofthestudent-teacherrelationship,which usedtobeoneofmasterandapprentice,cannotbe reducedtoafewformalproceduresandmarkingfor standardizedtesting.Itneedstobehandledonan individualbasis.
“Whateverittakes”isanattitudepossessedbyFinland's 62,000educatorsof3,500schools.Theseeducatorsare selectedfromthetop10percentofthenation's graduates.Iftheyfailinanyoftheparametersthey consultwithcolleaguestotrysomethingelse.
BasicEducation
Duringthefirstnineyearsofschool,about30%of Finnishstudentsgetsometypeofspecialassistance. Manyeducationsystemsareconcernedwithgrowthand marks.Howquicklyandefficientlyastudentcantakethe materialinandperforminexamsandproceedtothenext class.Whathappensfromthisprocess?Rotelearning. Studentsjustgobbleuptheirsyllabusandvomititouton theiranswersheetsandgoaheadwithhighnumbers.Not payingattentionifthestudentshavethoroughly understoodorabsorbedtheconcept.
Finlanddoesitdifferently TheprogramFinland developedwascenteredongoingbacktothe fundamentals.Itwasn'taboutoutperformingeveryone elseorraisingthestakes.Instead,theysoughttoimprove equityinthelearningenvironment.
Inthe1980s,Finnisheducatorsfocusedonthesebasics-
• Educationshouldbeaninstrumenttobalanceout socialinequality.
• Allstudentsreceivefreeschoolmeals.
• Easeofaccesstohealthcare.
• Psychologicalcounseling
• Individualizedguidance
SchoolEligibilityAge
Mostcountrieshaveanaverageageof5whenchildren
startschool.Sometakethisevenfurtherbysendingmere three-year-oldsto“pre-school”.Achild'sbrainisatsuch adelicatestage,mostchildrenendupbeingconfusedin thesepreschool,andkindergartensystems.Moreover, childrenshouldspendthistimeathomewiththeirloving familygivingtheirbrainsthechancetodevelopenough forschool.
AnotherbingoforFinland.Whenachildissevenyears old,theybeginattendingschool.Intheirformativeyears, theyaregrantedcompletefreedomfromtheconstraints oftherequirededucation.It'smerelyamethodtoleta childactlikeachild.
ChildreninFinlandonlyhavetoattendschoolforatotal of9years.Aftertheninthgradeorattheageof16, everythingisoptional.
NoTests-Comparisions-Grading
InFinland
Finlanddoesnotrequirepupilstotakestandardizedtests, withtheexceptionofonetestattheconclusionoftheir senioryearofhighschool.Therearenolists, comparisons,orrivalriesbetweenstudents,institutions, orareas.
TheNationalMatriculationExams,avoluntarytest takenbystudentsattheconclusionofupper-secondary education,istheloneexception(equivalenttoan Americanhighschool.)
Sonowthatthisisover,andyoustartyourresearchon howtomovetoFinland,itisimportanttorecognisehow keenlytheFinnishgovernmentortheirEducation Ministryhasobservedwhatisinthebestinterestoftheir students.Extrapressureduetomarks-basedcomparison?Nonebutonetestthroughtheyear. Teacherslackteachingability?Makesteachingoneof themostsoughtcareersinthecountry.Nationsand educationsystemsallaroundshouldtakeallthenotes theycantakeandapplythesetacticsintheirown approach,nottocopyatopeducationalcountry,butfor thebenefitoftheirstudentsandthefutureoftheir respectivenations.
Noone'sdoingitlikeFinland!
Language & Gender
The Impact of Education Technogy and Tcher Tining
Whenitcomestotheworldofknowledge,teachersarethetorchbearersinshowingusthe pathtothefuturebymeansofproperguidance.
Everyoneunderstandsthattoday'syouthwillbetomorrow'sleaders.Andwhoisinchargeof makingthesefutureleadersimpactful?"Teachers,"ofcourse...Asaresult,theteacherindirectlyor directlyinfluencesthestudent'sfuture.Asaresult,whetherinthepastornow,teachersarethemost importantfactorineducationalexcellence.Anditisforthis8reasonthatteachertraining programmesinIndiaaresoimportant.
WhatisaTeacherTrainingProgram
LetusfirstoutlinewhataTeachertrainingprogramis.Teacherlearningortrainingisaneverendingprocessthatpromotesteachers'teachingskills,masternovelknowledge,anddevelops betterornewerproficiency,whichinturnhelpsstudentslearnbetter Accordingtoresearchand somestudies,whenteachersaregoodatclassroommanagement,studentsshowmuchmoreinterest intheclassesandhavebettereducationaloutcomesthanwhentheteacherisnotsogoodat classroommanagement.
Thetrainingprocessforteachersistypicallydividedintotwocategories.Thefirstcategory completesthecourseworkassignedtostudentsduringtheirworkingyear.Ittypicallyincludes content,methods,andpsychology Themostrecentcoursesalsocovertechnologyinvolvementand integration,aswellasavarietyofculturaldiversityissues.Theothercategoryusuallyrefersto hands-onlearningandmodelling.
ImportanceofTeacherTrainingProgram
Theeducationsystem,theworld'soldestandmostimportantsector,hasrecentlycomeunder scrutinyforitseffectivenessincateringtothe21st-centurystudent.Theconcernsstemfromthe question:Isoureducationalsystemcapableofprovidingeverythingthattoday'sstudentsrequireto excelacademicallyand,ultimately,intheircareers?Educationleadersfromallovertheworldhave voicedtheirconcernsabouttherestructuringofoureducationalsystem.Fromsyllabusrevisionto studyplan.And,whiletherearemanydifferentpointsofview,onemajorconcernsharedbyall expertsisalackofadequateteachertraining!
Teachertrainingisanimportantaspectofteachers' careersforavarietyofreasons.Forstarters,anew teacherwhoisteachingforthefirsttimemaynotbe confidentincommandingaspecificgroupofstudents. Heorshemayhaveavastamountofknowledgeabout theirspecificsubject(s),butwhatthefresheror,inrare cases,theexperiencedlackintheartofexpressing themselves.Ifateacherisunabletoexplainorconvey whattheyknowtoastudent,iftheyareunableto persuadethestudent,theyfailasateacherbecausethe studentswillgraduallyloseinterestinthatparticularclass andsubject,andoverall,ratherthanbeingapositiveasset inthestudent'slives,thenewteacherwillbecomethe exactopposite.
Second,teachingismorethanjustgivinglong lectures,notes,orhomework.Teachingentailsso muchmore.Trainingforteachersisalsonecessaryin orderforthemtohaveeffectiveclassroommanagement skills.Ifateacherenterstheclassroom,thestudentsmust bequietandpayattentiontowhatevertheteacheris saying;evenifitisaschoolnotice,thestudent'sfull attentionmustbeontheteacher.Suchanenvironment encouragesstudentstodelvedeeperintothetopics. However,ifateacherfailstocreatesuchanenvironment, itmayresultinthepolaroppositeofaproductive classroomenvironment.
TheTeacherTrainingProgramassiststeachersall overtheworldastheyfacenewchallengesandchanges intheeducationalworld.Herearesomepointsto considerregardingthesignificanceofaTeacher TrainingProgram:
• Today'schildrenaremoreinterestedinelectronic devicesthaninbooks.Theywouldratherlearnonline thaninperson.Asaresult,theteachingprogrammeis beneficialinteachingteachershowtouseelectronic devicestoencouragestudentstostudy,suchasgiving assignmentsortakingtestsonline.
• Alongwithacademicknowledge,skillsandmoralsare required.Soteachersaren'tjustlimitedtotextbooks. Theyareexpectedtohelpstudentsbecomebetter peoplebyteachingthemhowtomanagetheirtimeand makebetterdecisions.Allofthiscanbeaccomplished inschoolsthroughplay,participationinextracurricular activities,andgroupprojects.
• Teachersarealsotaughthowtoobservestudents'
mentalorphysicalbehaviouraspartoftheTeacher TrainingProgram.Ifthereareanyissues,theymay havetobecomeemotionalorcareercounsellors. Teachers'skillscanbedevelopedthroughtraining programmes.
• TeacherscanusetheTeacherTrainingProgramto learnnewwaystokeeptheirclassroomsandteaching methodsfresh,exciting,andup-to-date.Theywill understandthebestwaytopassontheirknowledgeto theirstudents.
• Teacherswillbeabletolearnhowtousegamesto teachstudents.Asaresult,studentscanlearnwhile havingfun.
• TheTeacherTrainingProgramwillassistteachersin improvingtheirtimemanagement,technical knowledge,motivatingstudents,andteachingskills. Asaresult,theinstitution'soverallperformance improves.
• Onlyteacherscanassiststudentsinapplyingacademic knowledgeineverydaysituations.Teachersarealso taughthowtoconductknowledge-basedactivitiesfor theirstudents,suchasquizzes,debates,andgroup discussions.
• Teachersaretaughtlong-lastingskillsandabetterway ofteachingaspartofthetrainingprogramme.
• Theprogrammealsotaughtteachershowtoincrease students'vocabularyintheclassroomsothattheycan becomebettercommunicators.
• TheTeacherTrainingProgramalsoassiststeachersin learninghowtousetechnologyanddigital communicationtoolsforbetterteachingresults.
TeachersTrainingtodealwithsensitiveissueslikesex rolestereotyping
Onehighlyrecommendedchangeisteachertrainingin creativityandnon-conformity.Teachereducation influencesteachers'conformistattitudesandinteractions withstudents.Creativitytraininginfluencesteacher attitudestowardhighlycreativegiftedstudents,andit reducesgenderrolestereotyping.Whencomparedto preserviceteachersorteacherswithoutagiftededucation background,teacherswithagiftededucationbackground responddifferentlytogiftedstudents.
Raisingawarenessaboutgenderandlanguageamong teachers
GenderequalityisthefifthgoaloftheUnitedNations Agenda2030sustainabledevelopmentgoals,anditisalso afundamentalprincipleinmanyeducationsystems aroundtheworld,includingthetwounderconsideration. Genderequality,accordingtotheEducation2030Agenda, necessitatesanapproachthat"ensuresthatgirlsandboys, womenandmen,andallgendersnotonlygainaccessto andcompleteeducationcyclesbutareempoweredequally inandthrougheducation."Genderbiasandstereotyping arerecognisedasseriousthreatsinthispursuit.
Thereisstrongevidencethatgenderexpectations andstereotypesplayasignificantroleinshapinglearners' domain-specificabilityself-concepts.Severalstudies fromEuropeandtheUnitedStates,forexample,show thatteachersbelievegirlshavehigherlanguage-related abilitiesthanboys,whileboysarethoughttobebetterat mathematics.Suchconstructsappeartohaveadirect impactonstudentability Teachers'consciousor unconsciousbiasesplayanimportantroleinenhancingor mitigatingstereotypeeffectsintheclassroom.
It'simportantforschoolstobewelcomingplacesforall studentsofallgenderswithoutanybias
ExperienceofLGBTQIA+studentsateducational institutes
Manystudents,regardlessofsexualorientationorgender identity,facesocialpressuresatschool.However,the experiencecanbeespeciallychallengingforLGBT students,whofrequentlystruggletomakesenseoftheir identities,lacksupportfromfamilyandfriends,andare subjectedtonegativemessagingaboutLGBTpeopleat schoolandintheircommunity
Asaresultofthesefactors,LGBTstudentsaremore likelytobeabusedthantheirheterosexualpeers.Insome cases,teachersmockLGBTyouthorjoininonthe bullying.
SomeLGBTQstudentshavereportedhomophobicand transphobiclanguagefromschoolpersonnel.Arecent nationalsurveyofLGBTQstudentsfoundthatthe majority(52.4%)hadheardhomophobicremarksfrom schoolpersonnel,whileastrongmajority(66.7%)had heardnegativeremarksaboutgenderidentityand
expressionfromschoolpersonnel.Studentsbecome normalisedtoharmful,anti-LGBTQlanguageandlearn thatprejudiceisacceptableatschoolwheneducatorsand schooladministratorsfailtointerveneinhomophobic remarksormakesuchremarksthemselves.
Schoolpersonnelbenefitdemonstrablyfromtraining.Preserviceandin-serviceprofessionaldevelopmenton LGBTQidentitiesforschoolpersonnelcanincrease empathy,awareness,andself-efficacy,resultingin actionablesupportivebehavioursforLGBTQstudents.
Methodsforreducinggenderstereotypes-
LGBTQ-specifictrainingisrequired.TrainingonLGBT issueswasassociatedwithmoreinterventioninresponse tohomophobicremarksinanationalsampleofsecondary schoolteachers,butprofessionaldevelopmentonbullying andharassment,ingeneral,wasnot.Teachertrainingon LGBTissuesispositivelyassociatedwithLGBTstudent supportactivities.Studentsreportlessbullyinginschools thathavemultipleLGBT-supportivepracticesinplace, suchasLGBT-relatedprofessionaldevelopmentandan LGBTpoint-persononstaff.
Student-led,LGBTQ-focused,school-basedclubs(also knownasgay-straightalliancesorgender-sexuality alliances,orGSAs)areorganisationsmadeupofstudents andadvisorsthatoperatesimilarlytootherstudent extracurricularclubsthatmaybeledbyhighlytrained teachers.
Anybiasandbullyingcanbedealtwithbyawell-trained teacher Ateacherwhopromotesgenderequality integratessoundeducationaltheoryandpractise.
• Genderequalitycanbeintroducedintoeducational institutionsthroughthetext/practiceitself.
• Itisensuredthatwomenandmencanworktogetherin thesamegroupwithequalparticipation.
• Theteachermustdevelopinclusiveassessment strategiesthatarefreeofbiases.
