Most Valuable Schools to Watch in the Middle-East Volume-1

VOL-05 | ISSUE-05 | 2021

Most Valuable

SCHOOLS TO WATCH IN THE

Middle-East

Balancing Act The Bad Side of Blended Learning

Treading New Ground Education and You During the COVID-19 Pandemic

American Academy Qatar SETTING A BENCHMARK FOR QUALITY EDUCATION

EDITOR’S NOTE

MIDDLE EAST – A SEA OF EDUCATIONAL OPPORTUNITIES

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t is a popular belief that education in the Middle East is lagging. But the past decade saw a voluminous growth in the education sector here.

According to the World Bank’s statistics, the literacy rate in the Middle East stands at 80 percent.

The powers that be, have emphasised on the importance of education for all and have invested huge amounts to realise their goals. Girls too have been able to reap the benefits of education with the governments making right to education compulsory for women.

In a study on education in the Middle East, around a decade ago the striking school dropout rate, literacy rate and gender disparity swung the governments into action, and they started working towards improving the situation. Yet, earlier it was not as bad.

In fact, it was known for its education system that contributed to the economic and social development of the country. Later, plagued with political and other conflicts the Middle East saw an adverse impact on their education system. The startling revelations by the study saw reforms in education policies and

efforts by the government to bring about a change.

This saw an increase in the rate of enrolment in schools, reduced drop out rates and improved quality of education. It also saw a rise in the literacy rate among girls.

their mark which can be achieved only through education at par with the global institutions. Many young Arab youth are placed in universities of global repute for higher education. This has been possible only due to the enhanced level of academics at primary, secondary and high school levels.

The rich oil reserves have traditionally attracted expats and the present-day diversified businesses that have seen migration from across the globe prompted renowned international schools to set up their campuses in the Middle East.

Our latest edition of The Knowledge Review, Most Valuable Schools to Watch in the Middle East, talks about the schools and educators who have made a difference in the Middle East region and have dramatically changed the educational scenario in the region.

Middle East, today, is much more than the sand dunes, dates, and oil reserves or the Burj Khalifa. It is a land of businesses in diverse fields and provides immense opportunities for entrepreneurship. This calls for excellence in education not just for the economy of the country but also to equip the next generations to make their mark offshore.

We hope you find the edition as interesting as we did while curating it.

The country has a young population that wants to explore avenues abroad and make

Have an enlightening read!

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Sumita Sarkar sumita@theknowledgereview.com

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Cover Story

GEMS American Academy Qatar

Articles The Bad Side of Blended Learning

Education and You During the COVID-19 Pandemics

Special Profile

CXO

sales@insightssuccess.com MAY, 2021

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Anish Miller Aditya Umale Abhishaj Sajeev Vinayak Ghorpade

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MOST VALUABLE

SCHOOLS TO WATCH IN THE

MIDDLE-EAST T R

Name of the Institution

URL

Brief

GEMS American Academy

https://www.gemsamerican academy-qatar.com/

GEMS American Academy Qatar is part of the GEMS Education family, a network of international schools that offer students the highest standard of education all the while leading through innovation and pursuing excellence.

https://gulfasianenglish school.com/

From humble beggingings in 1975, to being the prominent name in the Middle East education sector, Gulf Asian English School envisages to educate future leaders to nd modernisation between knowledge and morality.

Horizon International School

https://www.hisdubai.ae/

Horizontal International School is a supportive, student-focused international community school following a British stye of education. They strive to challenge and inspire all learners to develop their skills and nurture values through a love of learning.

Kids Spot Nursery

https://kids-spot-nursery. business.site/

Kids Spot Nursery in Dubai was born in 2014 and has since developed a respectale reputation as a boutique nursery in Jumeirah, where the staff aims to redene the nursery experience by offering a home away from home.

Pristine Private School

https://www.pristine school.com/

Established in 1992, Pristine Private School has been deeply committed not only towards delivering quality education, but ensuring that every child is equipped with the key skills required to succeed in the 21st century.

https://www.risdubai.com/

Regent International School follows the national curriculum of England, and with a rich history of over 27 years, Regent is recognised as one of the leading and most innovative schools in the region as well as a global leader in positive education.

https://sisd.ae/

At Swiss International School Dubai, they try to build a community of global citizens ho lead a healthy lifestyle and are respectful of others and the environment which brings together students from over 60 countries.

https://www.viss.ae/

The Victoria International School has long been associated with the highest quality education in Sharjah and is well recognized as a leading school in the region that offers holistic education in a safe environment.

http://virginiaschool.ae/en/

Virginia International Private School is a prominent and well-reknowned school in the Middle East, where they utilise a Responsive Classroom approach as a framework to build posititve interpersonal relationaships between students and the faculty.

https://worldschooloman.com/

World School, Oman, is one of the premier international schools in the Sultanate and a happy international learning community, ourishing in an extraordinary facility which is unique to the country.

Gulf Asian English School

Regent International School

Swiss International School in Dubai

Victoria International School of Sharjah

Virginia International Private School

World School

American Academy Qatar Setting a Benchmark for Quality Education

COVER STORY

GEMS

A

rigorous American curriculum teamed with a robust set of extra-curricular activities, various after school clubs, multi-cultural diversity of the international student community with dedicated and qualified professionals are all that any parent aspires for their child today.

GEMS American Academy Qatar, which is a global name today practises all these and much more for the holistic development of tomorrow’s global citizens. The school is also a global leader when it comes to providing students with safe, transformative, experimental learning opportunities.

The Beginning GEMS American Academy Qatar (GAAQ) was founded during the 20142015 school year. At this time, the school offered KG1-Grade 5 and started with an inaugural cohort of 30 students. In January of the same academic year, the Ministry of Education (MoE) approved GAAQ to also offer Pre-K. In the following academic year, Upper School was established for Grades 6-9.

In due time, QPPSSA and QUESS sports teams were introduced, annual school community programs (United Nations Day, Qatar National Day, Sports Day, Spring Fair, Autism Awareness and Earth Day) were first planned, and the school’s awardwinning music program was developed. Fast forward to today and the school has earned full NEASC (New England Association of Schools and College) accreditation, received one of the highest parent satisfaction ratings in the entire GEMS Education network, provided 14+ Advanced Placement college-level courses as well as garnered distinction as just the

third school in Qatar to win the prestigious, international Eco-Schools Green Flag Award.

Mission, Vision and Core Values The mission of GEMS American Academy Qatar is to “become one of the best schools worldwide and the school management believes “the best

Most Valuable Schools to Watch in The Middle-East

schools produce learners who are purposeful, tenacious, innovative and respectful leaders.”

GAAQ has developed core values and learning principles to empower students to attain their goals and to become successful citizens of the global community. Thus, the school’s core values are respect, innovation, leadership, purpose and tenacity.

Moreover, the learning principles include: 1. Developing healthy connections 2. Goals first 3. Authentic assessment and constructive feedback 4. Effective use of time 5. Nurturing independence and inquiry Being Different The school explains that there are five main benefits of the American Curriculum, that makes GEMS American Academy stand distinguished from its counterparts.

These are -

A Time for Exploration The freedom that Americans love are also expressed in their education system. What does that mean for you?

The American curriculum provides students a one-of-a-kind experience where there is the ability to choose certain subjects to study. In addition, students have the choice to take college-level classes called Advanced Placement (AP) courses or they can enrol in regular, grade-level classes with the same goal in mind – graduation with an American diploma.

Students are given the opportunity to take a wide variety of subjects such as Science, Mathematics, History, English/Language Arts, Arabic, French, Spanish, Islamic Studies, ICT, Instrumental Music, Choir, Drama and Qatar History, to name a few. This exploration helps students understand the value of empowerment to select the education that they desire.

Additionally, the curriculum encourages students to actively participate in the community through volunteering and internship opportunities.

Stronger Teacher-Student Relationships Compared to other cultures, the American-style of education embraces a more casual and friendlier relationship with parents and students while still gaining respect for a challenging teaching approach. As a result, parents and students have historically remarked about the positive, engaging learning environments that promote open discussions, sharing of opinions and the independence to inquire and explore. Lastly, teachers also serve as mentors to help guide the development of students.

Creativity is Prioritized Arguably, America is known as the most innovative country in the world as it pertains to advancement in technology and setting the standard in entertainment. So, it is natural to think that the American curriculum is structured to encourage creativity, innovation, liberal thinking and brainstorming out-of-the-box concepts to solve problems. This is achieved through open and transparent

Dedicated Leader Head of the School/CEO Mark Lentz is dedicated, fearless and visionary school leader with nearly 30 years of educator and leadership experience in the United States and internationally (Switzerland, Egypt and Qatar). He is a hands-on leader who is collaborative at the core and trusts the people that he hires to do their role at the highest levels. Mr. Lentz is an accessible leader to parents, students, staff and stakeholders and always looks for new challenges to consistently deliver a higher-level of education and community that the GAAQ Raptors deserve. communication, participation, peer-topeer work, collaboration and discussion with groups or individuals.

Holistic Development for the Child American education emphasizes exposure to a diversity of academic subjects and extracurricular activities such as sports and performing arts.

In summary, this educational approach is well-known for its focus on developing the person wholly – physically, emotionally, intellectually, socially and mentally – as a means to bolster and support the natural patterns of growth and development within a child. Students become more motivated to attend school and learn as the curriculum encourages curiosity and creativity. Most important, holistic development is attuned to each child’s persona and learning style because American education appreciates student individuality without stifling growth.

A More Comfortable Pace of Education American education holds tests to evaluate student comprehension and progress as well as quizzes, mid-terms and final exams. The Scholastic Aptitude Test (SAT) is the American assessment that was designed to evaluate a student’s college-specific skills; this test measures how well testtakers can analyze and solve problems which are skills that are typically learned while in school and will be needed in college/university.

The big difference with the American curriculum, in comparison with the British education system and CBSE (India), is that students in an American school do not experience the immense pressure of a comprehensive singular final exam. Instead, students are continuously evaluated through a mixture of assignments, presentations, group projects, class attendance and participation, quizzes and tests.

Therefore, students have less stress

around the academics and have a large opportunity to pace themselves comfortably in order to progress more dynamically throughout the semester.

Developing Global Citizens The school also organises International Summers Program or Global High School Programs for students to participate and develop into global citizens.

GAAQ students regularly participate in The Hague International Model United Nations (THUMUN), have opportunities to pursue the Duke of

Edinburgh’s International Award and submit essays for the University of Cambridge’s Immerse Education Essay Competition. In addition, GEMS American Academy, in partnership with Ecoventures, launched its first overseas ski trip to beautiful Gudauri, Georgia.

In a post-COVID world, GAAQ’s goal for overseas trips is to continue developing students as global citizens through real-life experience. Service trips are an important aspect of learning because these opportunities take students out of their comfort zones and place them within the culture, lifestyle and communities of those they are trying to aid.

Lower School Teacher-led afterschool activities provide more opportunities for students to bond with educators as well as participate in the school’s 30 extracurricular options. Please note that these ASAs start at KG2 and students can choose to participate up to two days a week in these programs.

· The Duke of Edinburgh's International Award · Visual Arts Creators Exhibition · Inter-school Battle of the Bands Competition Additionally, there are more than 30 afterschool activities that Upper School students can participate in throughout the year.

Upper School

Counselling for Overall Growth

Holistic Development

In Grades 6-12, students have diverse opportunities to participate in student organizations or initiatives that are local, regional or international.

Participation is encouraged and membership is open to all Upper School students (depending on the criteria of the program):

At GAAQ, there are a plethora of afterschool activities (ASAs) and student organizations for our scholars to engage in. From the Eco Club that incorporates Lower School and Upper School to MUN delegates, student clubs and organizations are considered an important part of GEMS American Academy Qatar’s programming.

· The Hague International Model United Nations (THIMUN) · Qur'an Recitation Competition · GAAQ Student Council · Doha Medical Conference Review · Qatar Green Building Council · Immerse Education Essay Competition | Cambridge Summer School

GAAQ closely monitors the development of each child within the care of the school through Student Support Team systems in Lower School and the professional school counselor in the Upper School. This department provides students with strategies and support in all areas of concern and development growth.

School counselors not only support students’ social and academic needs, but they also have a strong emphasis on college/career advice and guidance through the application process.

Grade 12 Career Internship Program GEMS American Academy Qatar offers a wonderful opportunity for students who are dedicated to their career planning and education. The internship program is designed for seniors who are interested in first-hand experience in a particular role or career field. Students who participate in the internship program work with a professional or group of professionals to gain experience and insight into their chosen career interest for 12 to 16 weeks. This program offers students the opportunity to explore various careers at different Qatar companies spanning fields such as medicine, computer science, finance, accounting, administration, sales, journalism, music, engineering, technology and many more.

Assisting in Admissions To continue with the school’s 100% college and university acceptance rate, the Upper School professional school counselor works directly with students and parents to provide workshops, small group and one-on-one assistance throughout the application process. In addition, the counselor provides a layer of accountability to ensure that parents and students are aligned with progress as well as serving as the trusted advisor to assist families with college and university admissions in notable higher education institutions in the United States, Canada, UK, Europe, Middle East/Qatar and Asia.

Achievements, Accolades, Awards Under the leadership of Mr Lentz, GEMS American Academy Qatar has become a fully-accredited NEASC school, earned one of the highest parent satisfaction ratings in the GEMS network (two years in a row), introduced and expanded the College Board’s Advanced Placement (AP) courses, approved to offer the internationally-lauded Duke of Edinburgh’s International Award, gained membership in Qatar’s QPPSSA and QUESS sports leagues and received environmental sustainability awards from the Qatar Green Building Council (QGBC) and the Foundation of Environmental Education’s Eco-Schools Green Flag.

Safety First Due to COVID-19, school leaders created a comprehensive COVID-19 school re-opening plan to provide robust hygiene and safety measures.

The school community was prepared through a series of Zoom town hall meetings as parents were given the opportunity to review and provide

feedback. “Since our parents are our best ambassadors, we revised some elements of the plan to strengthen our proactive defense against the virus.

Even though COVID-19 has been a prolonged issue for Qatar residents and expatriates alike, GAAQ has been commended by Qatar’s Ministry of Education (MOE) and Ministry of Public Health (MOPH) on several occasions regarding the effectiveness of our COVID safeguarding protocols to prevent the spread of the virus within the school,” informs the management.

Going Forward The future of GEMS American Academy Qatar is to meet and exceed the five major learning plan goals that are guiding its academic and curriculum improvement plan over the next half-decade. “Growth, while bolstering our strengths and addressing areas of weaknesses, is an important aspect to how GAAQ views student learning and development, parent engagement, school security and staff professional development”, says the management.

GEMS Wellington School Where Every Member of the School is Unique

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he students feel secure, happy and have a sense of belonging, the educators have contributed to creating a community feeling besides imparting quality education and the school management has been relentlessly striving to retain the academic excellence, development of physical and creative skills of the students. It is our pleasure to introduce you to GEMS Wellington School Qatar.

Inception and Mission GEMS Wellington School Qatar (GWSQ) is part of the GEMS Education family, a network of international schools worldwide that offers students the highest standard of education. As a GEMS Education School, it embodies the GEMS core concepts of leading through innovation, pursuing excellence, growing by learning and global citizenship.

The institution, located in Al Wakra, offers the academically renowned National Curriculum for England. The programme has been adapted to suit the students who come from countries around the world and expect a British education that prepares them for their lives as global citizens and innovators.

The school offers an outstanding education from Foundation Stage to Year 12 and have a fully built school

and Ministry of Education license to expand to Year 13 in the coming years.

Beyond the classroom, GEMS Wellington School Qatar offers enriching experiences and extracurricular activities run by the dedicated teaching staff or local community experts. All year round, students from Year 1 upwards can take part in activities to pursue their existing interests and develop and explore new ones. From creative and performing arts to subject extensions and sports, the school offers a range of activities to suit every energetic young mind.

Goal of the School: WSQ nurtures its students and their learning, encouraging them to become fulfilled, caring, successful global citizens who continue to pursue excellence in all that they do.

Core Values: 1. Growing by Learning 2. Pursuing Excellence 3. Leading Through Innovation 4. Global Citizenship Strong Leadership Head of Primary, Caz Jude, has over 25 years of experience as a teacher and as an educational leader. She was a Lead Practitioner on the development of the Early Years Assessment

processes in the UK. Mrs. Jude also serves as an inspector for British Schools in the Middle East. She is the Founding Vice Principal of GEMS Wellington Qatar and has worked for GEMS Education for over five years.

Mrs. Jude believes that every child has a talent and it is our job to nurture and develop that talent. It is her vision to ensure that Wellington School Qatar continues to provide an outstanding education which is based on high academic attainment but also teaches students skills and values for life.

Head of Secondary, Kay Turner, has over 20 years of experience in the UK and Middle East as a teacher of French and German and as a senior leader. Ms. Turner has trained as a senior leader in GEMS Dubai and as a leader for Instructional Rounds at Harvard University in Boston, Massachusetts.

She has extensive knowledge of the GCSE as an examiner and sound knowledge of the IB Diploma programme.

Vibrant Student Life At WSQ, students enjoy an enriching student life experience through both academics and extra-curricular activities. Students at GEMS Wellington School, Qatar, are taught a curriculum that meets their diverse international needs. The integration of the Arabic curriculum adds a rich tier

The curriculum is based on the UK Early Years Foundation Stage Curriculum (EYFS) and provides all students with a journey of learning, guided by the caring, nurturing and dedicated team of educational professionals.

As an introduction to school, this programme of learning focuses on selfdevelopment in partnership with intellectual and physical development.

Learning is multi-sensory, collaborative and fun.

of knowledge to the students’ education.

Beyond the classroom, extra-curricular activities are run by the dedicated teaching staff or local community experts. All year round, students from Year 1 upwards can take part in activities to pursue their existing interests and develop and explore new ones.

Distinct Academic Programmes Early Years Foundation Stage (EYFS) Foundation Stage 1 and Foundation Stage 2 (Age: 3 to 5 years old) Child initiated learning is at the centre of the curriculum and this enables the school to personalise the learning experience to meet the needs of the individual, through adult facilitated play.

Primary School Key Stage 1 and 2 (Year 1 - Year 6) The Primary School Curriculum is based on the English National Curriculum (ENC) which has been modified to meet the needs of mainly international students taking into account the local context they live in

and the GEMS core values. The influence of the host nation adds a rich Arabic tier to the school programme, introducing students to, and developing knowledge about the local culture and heritage. The curriculum enables students to develop skills for life and is underpinned by the bespoke student learner profile. It supports students' natural curiosity and interests and provides opportunities for them to extend their learning and develop a variety of learning styles.

Senior (Secondary) School Key Stages 3 & 4 - (Year 7 - Year 11) The Key Stage 3 and 4 Curriculum is based on the English National Curriculum (ENC). The curriculum is designed to provide a seamless transition from Key Stage 2 to the end of Key Stage 4, at age 18. It is a skills-focused curriculum that provides students with a broad and balanced knowledge of key subjects as well as the opportunity to develop their 21st century learning skills through unique learner profile.

This provides opportunities for the students to become more aware of themselves, their interests and their strengths.

Preparing for IGCSEs (Year 9 - Year 11) The students at GEMS Wellington School, Qatar are well prepared to the International General Certificate of Secondary Education (IGCSEs). These worldwide recognised qualifications are important for students seeking admission to Universities and are an excellent preparation for future study.

Students study the core IGCSEs in English, Mathematics and Science.

This course of study is complimented with a number of optional IGCSEs. This provides students the freedom to choose subjects that are needed for their future pathways whilst providing them with a broad knowledge base.

Students will undertake between 9 - 11 IGCSEs in total.

Key Stage 5 (Year 12 - Year 13) In Key Stage 5 Students will study for the Edexcel International Advanced Level examinations. Students will take a maximum of four subjects.

These exams allow for the students to take an AS (Advanced Subsidiary) examination at the end of year 12. This qualification will allow entry to some universities in India, Indonesia and Canada on an undergraduate course, or into a foundation course.

Students can then continue their studies into Year 13 and at the end of Year 13 they will sit for the Advanced Level examination. Success in these examinations will allow them to access an undergraduate course in any university.

The Edexcel International Advanced level qualification is an accredited qualification that is recognized qualification worldwide.

Events and Activities Some of the large annual events include International Day, Qatar

National Day, Winter and Spring Festivals, and Sports Day. WSQ offers a wide range of extra-curricular activities that involve the sciences, literature, leadership, sports and more.

From creative and performing arts to subject extensions and sports, the school offers a range of activities to suit every energetic young mind.

Going That Extra Mile GEMS Wellington School works in partnership with students and parents to ensure the very best educational experience possible. It is school’s aim to provide an experience that allows students to be well prepared for both the present and the world they will inherit in the future.

It is the hope of the school that its students will develop a love for learning, as well as skills and attributes that will see them flourish in a range of endeavours; that they become confident, creative, caring, open minded, critical thinkers who will be able to lead and contribute within their society and the world.

It is important that at GEMS Wellington School they work together to provide an environment where all members of the school community feel happy, safe, respected and cared for.

This is done by having high expectations of behaviour, appearance, care and through the development of supportive positive relationships. It is one of the few schools in Qatar that has fully staffed inclusion team that helps to guide students from Foundation Stage to Year 13.

Unity in Diversity WSQ is home to several different nationalities. The parent and student community are comprised of individuals coming from many

backgrounds that helps to strengthen the diversity in the school. Not only do parents and students enhance diverse atmosphere but teachers as well. Here at GEMS Wellington, there are highly skilled teachers who are experts in the British Curriculum and hail from various backgrounds from around the globe. This allows for families to feel at home within the GEMS Wellington community.

Financial Aid There are two main ways that families can benefit from discounts. Firstly, the school has competitive tuition discounts with several prominent Qatar companies. Secondly, as a “thank you” to the dedicated parents, if any family refers any new students to WSQ, then they are eligible to benefit from the GEMS Ambassador Program. For example, for each new student that a family refers and that student is successfully enrolled in any participating GEMS school, upon the referral, GEMS will give that family a 4% discount. This discount can apply to as many prospective students that a WSQ family successfully refers!

Career Options As mentioned before, GEMS Wellington School Qatar has a fully staffed guidance and inclusion team that helps students gain internships that are geared toward their aspiring career path. With this guidance it allows for students to choose the best postsecondary education to suit their needs.

The school has partnerships with local and international companies to give students a taste of what it is like to have a career in the real world. WSQ has a high university acceptance rate and this attributed to the work that they do with their students to prepare for them for the next steps. T R

The Bad Side of

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he Covid-19 pandemic threw a wrench amidst the cycles of many businesses, enterprises, industries, and even economies. Soon enough, most of the citizens of the world started adapting to this global disruption and started adjusting to the ways of the new normal. But perhaps the biggest transformation any area faced was that faced by the education sector.

With schools and colleges shut down, ensuring the optimal educational delivery to the learning class became a challenge. But then a solution emerged in the form of blended learning.

Blended learning is a successful combination of e-learning, traditional classroom, and autonomous study. This concept has seen a rise in popularity in recent years. Some say that blended learning as a trade-off to traditional styles of learning is hardly a wise thing to do. Others argue that the 21st century has its way of adapting and transforming the most battle-hardened and foundationally sound concepts, and the way it is modifying the education scenario is a necessary milestone in the story of the 21st century.

Blended learning has provided us with many advantages which include: advanced collaboration tools, increased accessibility of learning materials, improved

communication between lecturers and part-time students, option to choose from a multitude of instructors and quality of educational content, option to set your own pace and learn in the way the best suits you.

The pros of this blended method of education far outweigh the cons. Nonetheless, there are some important drawbacks to blended learning. And since this concerns the matter of education and development of the new generation, they are worth looking at.

So here are some of the cons of blended learning: 1. The infrastructure challenge The infrastructure challenge comprises two problems essentially: First is building the essential infrastructure within an educational institution or particular class. Does the institution have the required IT workforce? Can it allocate the necessary budget?

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Balancing Act

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Incorporating software and hardware for the blended learning program can be costly. However, there is a longterm silver lining to it. Taking the steps to invest in the right tech set today will probably save a lot of money which would otherwise be spent on supporting an obsolete brickand-mortar framework.

2. The mentality challenge The tech resources employed in blended learning need to be reliable, easy to use and unanimously accepted by all stakeholders of the educational process. Old school supporters always have an ace up their sleeve: a verified methodology, and an extensive track record.

3.

Pace of advancement

6. The Credibility Problem Naturally, once your class is officially Internet-friendly, it is hard to withstand the temptation of looking up things on the internet or getting instant tips from friends. This is sure to affect fair-assessment and quality of work. Besides, the teacher needs to make learners aware of the perils of unverified online resources, such as bias, distortion and misrepresentation of facts.

Disadvantages of blended learning exist, but they are not insurmountable. Work can be put into minimizing the negative impact or even channelized into proactive solutions. The instructor just needs to maintain a watchful eye and assess student feedbacks carefully, all the while improving their technology game and delivering quality courses. T R

Everyone learns at their own pace. Blended learning provides the flexibility of advancing at a personal pace with a course. Some students may choose to linger around for a while and then go to sit through a bunch of video classes in one sitting, while others would rather make the interactive class part of their daily routine. In any case, this presents a daunting task to the instructor who is trying to sync up both streams with ongoing offline activity.

4. Overworked Teachers A teacher adapting to blended learning has to pick the right syllabus and come up with the right ratio between faceto-face and online learning. As of yet, there has been no universal recipe to it. Imminently, teachers and educators have to work till the last hour, course-correcting, all the while trying to ensure that the bestquality education is delivered.

5. Drained Students This is a big one when it comes to the disadvantages of blended learning: the cognitive load on students. Some teachers, new to the blended model may start overdelivering content and educational activities. If the new program is tailored to individual student needs, it can become a friend, and a foe if applied in bulk. The silver lining is that the teachers may provide assistance in the 21st century fashion – using interactive tools, and methodologies such as gamification, AI-assistance, etc.

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By Aditya Umale

STEPHANIE

FEO HUGHES THE COLLABORATIVE TEACHER 2021 MAY | 26 | www.theknowledgereview.com

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ome people realise their calling very early in life and work towards achieving their goal while also consistently trying to set a new benchmark. Such people work not only for fulfilling their passion but also for the benefit of others. This is truer in the field of education.

Stephanie Feo Hughes fits the bill and has made a significant difference in education. She is the IB Coordinator and Academic Dean at The American International School (TASIS) in England. She spent a remarkable 19 years working in education and came to international teaching quite early in her career.

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In her first international school posting, she taught English in the IB Diploma Programme for the first time. This experience completely changed the way she saw teaching and it gave her a new understanding of her subject as one puzzle piece in a much larger jigsaw. It broadened her perspective and, she says, “I think I became a better, and more collaborative teacher as a result. I’ve worked in Cyprus, France, Germany, the Bahamas and in the UK, and each experience has provided a different perspective on how to approach teaching and how students learn”.

We, at The Knowledge Review, had the privilege to learn more about Stephanie’s journey and her views on education in an interview.

Excerpts: What inspired you to step into the education sector?

I had some great teachers who opened up whole worlds through the study of languages and literature, and I wanted to do the same thing. At first, teaching seemed like a way to share the joys of reading, writing, and language with others.

It quickly became apparent that teaching, when done right, is actually an incredibly hard job, but also one that gives you a great sense of purpose and can be so gratifying when you see students overcome an obstacle or respond to a challenge.

Who was your role model growing up? What was the greatest thing that you learned?

My parents and teachers were ideal role models, but if I had to choose one figure that stood out to me when I was

growing up, I would say it was my grandfather. He lived in Italy during World War II and, finding that the fascistcontrolled media was too restricted, he chose to stay informed by using a banned short-wave radio to access news broadcasts from the UK. He modeled how to trust your own judgment to do what is right, even when it comes at a risk. One day the Nazis even came looking for him at work, but he escaped thanks to a stroke of unexpected good fortune when his bicycle broke down, causing him to be late. The seemingly frustrating incident of a broken bicycle in fact, averted a crisis, serving as a reminder that a perceived obstacle can lead to a surprising opportunity.

Tell us about your institute/your association with the institute.

TASIS, The American School in England is a leading international day and boarding school in the UK for students aged three to 18. What is unique about our school is that we offer many educational pathways so that students can find the one that is right for them. There is a common belief at TASIS England that students have an innate

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EMPOWERING WOMEN OF THE MONTH capacity for learning that we can nurture. At TASIS, I have worked as an English teacher, IB coordinator, Academic Dean, and a member of the Curriculum Leadership Team.

With these roles, I have been fortunate to be able to collaborate with colleagues across the school. At the core of each programme we offer, there is a shared focus on fostering curiosity, promoting international-mindedness, and engaging in service-learning.

have is teaching in a real-world context, whether local or global. When students have a sense of purpose in their learning and understand how their knowledge can be applied outside of one particular classroom, they are more confident and prepared for the next step in their learning.

What are your views regarding interactive, online educational content and how it is gradually becoming the need of the hour?

I would like to see a greater focus on transferable skills that have to do more with the students’ approach to learning and individual growth than with final examination results. As a secondary focus, I would hope to see a change in the way we view the teaching profession and highlight teachers’ roles as active members of a professional and collaborative community that is constantly growing and changing.

The pandemic has led to schools adapting quickly to a hybrid model of learning. This model has highlighted the flexibility of educators in finding new ways to reach students in new situations. We are learning more about the capabilities of online and hybrid models of learning and they will likely remain a part of the way we deliver education in a post-Covid world. We need to pay very careful attention to what these models can offer us and how they can enhance student learning. We also need to consider what online learning experiences have highlighted as important aspects of student welfare. The benefits of a physical campus, for example, are not easily replaced.

Having a school as a physical and social space builds the sense of community and purpose that is key to students’ sense of well-being, and ensures that all students have the same resources, interactions, and opportunities to support their learning. Moving forward, we all need to find a way to maintain that sense of community and social-emotional well-being as we continue to incorporate hybrid learning into our programmes.

Education is considered as a tool of empowerment.

What efforts do you and the institute take to make sure that education is provided to those who need it?

Helping students to feel confident and secure in their learning can happen on different scales. Recently, even simple steps such as lending resources to students who need them for home-based learning during the pandemic have ensured that students are able to access education effectively. At TASIS, providing student financial aid packages and scholarships have also helped open up the school to more students. Helping students be the drivers of their own learning journey is also part of our daily practice and how we run our inclusion program, so is helping students identify their needs and supporting them in individual ways. Perhaps the most empowering tool we

What is the one thing that you would like to change in the country’s education system?

What advice would you give to those who want to step into the field of education?

I would say that if you are interested in education, you need to be ready to adapt and be flexible. While strong subject knowledge and an understanding of pedagogy are essential, working in education also means being able to work with each student as an individual. Learn to listen to students even if they have a small voice or do not know how to articulate exactly what they need. It is important to continue developing on your own professional learning journey, keeping in mind that each individual student may respond to a new methodology differently, and as a teacher, you will need to adapt your teaching to that.

Please share what lies ahead of you and the institute in the near future.

We are preparing for a post-Covid world in education, so we are looking to our own experiences and research to guide our next steps. We are focusing on a holistic education that includes the different approaches to learning skills, i.e., transferable skills. We are continuing to develop our curriculum in light of these changes and continue finding ways to help each individual learner acquire the skills they need within each content area. We also remain committed to providing our students with opportunities to engage with other cultures and perspectives as part of our mission to help them flourish as principled, open-minded, and compassionate members of a global community. T R

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A Fun, Safe, and Interactive International Nursery Experience

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hat goes on inside a child’s head, especially in the early years, is something every parent pays mind to. With the number of working parents on the rise, more children than ever have to spend time in childcare, with day nurseries being one of the most popular options. In such scenarios, it is natural to feel a sense of guilt while handing your child to be taken care by someone else.

However, many studies have come forth showing that nurseries can have huge benefits for our younglings. At a nursery, children get to try new things like arts and crafts, role playing, dressing up, playing around with a wide range of toys, other physical activities, thus not having to rely on their parents to keep them entertained all day.

At the right kind of nursery, children can productively interact with other children, learn new things from them and become more independent in the process. From using scissors to potty training, seeing other kids doing ‘grownup’ things can encourage them to try something new. An exemplary place which inculcates all the aforementioned attributes of well-thought out, well-rounded early education is the Dubai-based Kids Spot Nursery which exists, in its own words, to ‘Redefine the Nursery Experience’ and be a home away from home in a safe, nurturing environment.

Fortunately, we were able to conduct an interview with Kids Spot, so as to gain insight on how they have been raising children in a fun, yet safe learning environment for so many thankful parents.

Our playgrounds challenge and promote children’s growth by providing opportunities for children to engage in multiple different types of play

So, without further ado, let’s dive right into the interview and relish the story of this eminent nursery Kindly brief us about your institution, its journey, its mission, vision, and core values.

Kids Spot Nursery exists to redefine the nursery experience: It is your child’s constant, their playground, and their most valuable learning experience.

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It is the family’s extended family. And most of all, it is here to make the life of families easier with a non-complicated approach and flexibility.

Brief us about your campus and the academic programs being carried out.

Our playgrounds challenge and promote children’s growth by providing opportunities for children to engage in multiple different types of play.

As we are building, we had one thought in mind “The best playground is the one that nature provided.” According to that, our structures are designed.

We are an EYFS (Early Year Foundation Stage) nursery with infused curriculum depending on theme, age group and teacher. We incorporate the curiosity approach, the Montessori, forest school lifestyle, and much more.

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We are looking forward to spreading more awareness of the importance of early years and expanding our vision all over the United Arab Emirates

Tell us about the featured personality and her role in the development of the institute.

Our Managing Director, Nouhad Doughan, is a Lebanese mother of three (ages 7, 5, and 3). She studied political science and public administration in the American University of Beirut (AUB). Moved to Dubai after getting married in 2012 and worked in the marketing field until she found her passion in early childhood education.

Within 6 years, Nouhad has opened her 3rd nursery and manages 2 of them. She is very hands-on and has a goal of making sure she knows every child as well as every parent that walks into her nursery.

The team is hand-picked by her. She is also known for her open-door policy as well as her approachable management style.

What additional activities or programs does the nursery conduct for overall development of the students?

Our kids benefit from outsourced languages, yoga, soccer, and gymnastics. Before the pandemic, termly trips where done according to the theme which was all inclusive of the curriculum.

NOUHAD DOUGHAN Managing Director

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Most Valuable Schools to Watch in The Middle-East

What factors set you apart from other similar institutions?

From what we hear, we have a positive vibe and people here love their jobs. We love what we do. We put quality over everything and rarely compromise on the standard of early education we have kept for so long.

Kindly mention any noteworthy awards, accolades and achievements of your institution.

• Nominated for ‘Nursery of the Year’ Award 2 years in a row.

• BOEKER certified With the problems and restrictions set in motion due to the current pandemic, how are you coping with the same?

We have cut our classroom capacity to 50%. As per regulations, we have created bubble systems and manage social distancing as much as possible. We are also contracted with BOEKER for sanitizing on a daily basis.

Our team have either gotten vaccinated or have to undertake PCR tests every 2 weeks. We are very much looking forward to going back to normal and being able to hold events as well as connect with the children and families more.

What are the future prospects of your institution?

We are looking forward to spreading more awareness of the importance of the early years and expanding our vision all over the United Arab Emirates.

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Mrs. Samiksha Rakesh Khatri Principal, Crayons International School, Indore

Role of

MORAL EDUCATION in

transforming

the

SOCIETY

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Tool for modification

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ducation has been an integral part of human life, we all learn new things every day and that is how our minds and personalities are shaped. A beautiful personality is an asset for a nation whereas a ugly personality adds up to the liability of nation.

We all have grown up listening the stories of “Thrusty crow” and “The bundle of sticks”, we may have forgotten the character and the plot, but the values are still intact in our personality. These values which are taught to us through different stories and texts make us what we are today.

These stories were taught to us by our moral science teacher. This subject in our school was not seriously evaluated but now on the basis of this knowledge our life is evaluated.

Moral education is the mirror which helps an individual to differentiate between right and wrong. It helps in building a positive approach and guides to form the real purpose of life.

Let us first discuss in detail the meaning of moral education. Moral education is like a benchmark, a meter which decides what is right, what is wrong. Now this concept of right and wrong, is comparatively relative; what is correct and good for me may not be beneficial for you and vice versa. In that case, who decides what is the ultimate good. According to moral education, the act which does supreme good, i.e. good for the majority of people as a whole and does not lead to profit of one, is the ultimate good.

Moral education makes people to be dedicated, unselfish, loving, wellmannered, courteous, vigorous, nonbullying, obedient, diligent and caring for others. It also makes people think positively and work out smoothly during adversity. The other side of moral education is that it inculcates ethical outlook and endear religious behavior. Above all more education makes human understand humanity, which is above any religion, caste, creed or gender. A person with good moral values respects the opinion of all, even after having his own firm beliefs.

Today, when the world is developing, at unmatched speed and materialism has grabbed its dirty claws, Moral education has indeed become need of the hour, it has become imperative and requisite that we take moral education seriously as it is the only tool with which we can transform our society into a better one.

Transitioning from a joint family to a nuclear family system, excessive competition, parental expectations, commercialization of education, negative media impact, misuse of information technology, globalisation, consumerism, and other socio-cultural changes are putting enormous pressure on children, families, and schools, resulting in value distortion. All this has made moral education compulsory for society.

If we really want to create a sustainable world with more happy society we should seek for people who are morally grounded. Moral education gives happiness,

satisfaction and confidence to face life. Moral education can restyle the society as it helps the students and learners of all age groups to get effective tools for judgement making which will lead to better decisions and choices. Better decisions in return, will make us close to our goals and achieving our life goals will give us a sense of accomplishment.

Also when there is mental peace aggressiveness, anger , frustration and depression are not to be seen in any corner. And with a happy mind set we can expect that we will surely have a society which is free from crime, discrimination and more often the comparisons we make with others. Reduced crime, inequality will further increase our efficiency and productivity, and with better success rate at works surely the standard of living of people will increase, and achieving a better life style with economic development can make any country boom.

Summarizing, it can be said that moral education is the tool for modification of society as moral education will lead to more empathic people who will create equal opportunities for everyone. It should be noted that it is not only the responsibility of schools to impart moral education whereas everyone who plays an important role in society can be a conductor of moral education. At last I would say that a morally correct pandav can win over hundreds of kuravas just because of strength of morality.

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World School Knowledge, Values, Passion and Transformation

“Education should be approached with a vision and with a purpose”

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ith the aim to provide world-class education focusing on the holistic development of young learners, the World School was founded in the year 2012 as a premier education centre for children of early years to grade IX. Being an initiative of International Training and Educational Services (ITES) Oman through Global Training LLC, a name associated with quality education programmers in Oman, the World School has achieved wonders in its short nine years of existence.

The Educators who Care Mr Ahmed Said Al Shanfari is the Managing Director of World School and Dr V S Sunil is currently the Executive Director of World School. These inspiring individuals have led the way for all the students and staff, all the while not only educating the children but emphasizing on making the learning curve an exciting, memorable, and enjoyable process.

From the Leader’s Desk Knowledge, values, passion, and transformation are core values that have enabled the school to rise to eminence as one of the premier international schools in the Sultanate.

Embracing an international learning community, the students experience quality education that flourishes in an extraordinary facility and is exclusive throughout the country.

The thrill-imbibed nature of the school is fairly apparent from the moment you enter the campus. Students and teachers completely engaged in the learning process maintain the air of enthusiasm as they challenge their minds and question their assumptions, all in the joyful pursuit of knowledge. Other schools prefer their students to be studying as they are taught a curriculum, but in World School, the teachers educate whist learning themselves as the students experience.

Sprawling Infrastructure Designed to Inspire • Fully facilitated libraries with multitudes of books, stories and reading material.

• Sprawling infrastructure that reflects the boundless imagination of children, whilst designed for convenience.

• Computer lab and science lab, so that students are well versed with the latest technology.

• Extensive arrangements to enable exploration of different arts, crafts, and music.

• Smart Classes • Indoor and outdoor areas for all manner of games and sports.

• Spacious classrooms with relatively few children, making them ideal places for students.

• The welcoming atmosphere and a pleasant environment.

It is all about the Vibe!

The eclectic team of educators at World School (WS) are expert teachers who come to the classroom with extensive, real-world, and international teaching experience. By employing intensive training, collaboration efforts, and dedication to their work, the teachers prepare students for life.

In WS, education is a pivotal tool for the transformation of an individual, a family, a community and even for the Nation. Special focus is given to ensuring that the learning experience is enthralling, memorable, and enjoyable to all the students at World School.

The academic program is divided into levels that are listed below: Lower Kindergarten (LKG) and Upper Kindergarten (UKG) are the earliest years of formal education for a child.

The LKG team have incorporated music and physical education as specialist subjects, along with other activities happening in the classrooms throughout the day and

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Most Valuable Schools to Watch in The Middle-East

gorgeous areas for children to visit such as the sand pit area, library, playroom, and outside play areas.

With an interactive and hands-on approach, students at LKG are introduced to new materials, concepts, situations, all with the goal of making them more responsible, independent, and expanding their big minds. This is accomplished by simple activities such as making them take care of their lunch boxes or backpacks. The management ensures that the little kids learn meaningful literature by interacting with letters, sounds, and stories through reading, writing, listening, speaking, viewing, and presenting. These developmental skills are woven into an integrated and play-based approach where children are valued and encouraged to evolve as creative, curious, and confident learners.

Moving to the UKG, students are again introduced to new materials, concepts, and situations, all being a tad more complex that what came before delivered in an expressive, play-based manner to enable the development of their own individuality and social skills. The classes for UKG being at 7:20 AM and end at 12:30 AM and have a five-day week starting from Sunday to Thursday. The school has a quality pool of specialist teachers along with a well-trained support staff to assist the kids and to transform their early days of school as the best days of their life!

Cambridge International Primary, lower Secondary and IGCSE, Programme Primary level - Grade I to Grade VI The CIPP curriculum of WS is modelled around the ideas, theories, and practices to match the international teaching styles. The endgame of WS is to provide a holistic education and develop the skills necessary to prepare the students for the challenges of life they would eventually naturally face and thrive in the face of them. With that in mind, the primary programme covers English, mathematics, and science as core subjects, and additionally focuses on developing essential literacy skills, numeracy, and scientific enquiry. The management gives special recognition and significance to the study of Arabic language, Islamic Studies, and Social Studies. The concepts designed by the management are an effective measure to develop knowledge, skills, and understanding in three key areas: • Academics • Personal Development • International Understanding

Grade 7-8 – Cambridge Lower Secondary: The programme provides a natural progression for children from primary education and prepares them for post-14 education programmes that lead to formal qualifications. A curriculum framework is available for each subject outlining course outcomes and course objectives to be accomplished by the end of each stage.

Grade 9 – IGCSE: It is the world’s most popular international qualification for 14- to 15-year-old students. It gives students more options than any other international qualification: More subjects to choose from, more ways to learn and more ways to succeed.

Cambridge IGCSE offers a flexible curriculum, with a choice of over 70 subjects in any combination.

Accolades- Accreditations and Awards of WS Providing quality education is a huge responsibility and World School has worked diligently and consistently in creating an ‘all-around’ development for the students. These efforts have been noted at the international platforms and the school has received various accolades and awards, some of which are mentioned below: • 20 medals bagged during the National Cyber Olympiad in the first year.

• Received the accreditation from the CIE for the Cambridge Primary on May 19, 2014.

• Awarded certificate of USBES in 2017.

• Won as a Partner under school Partnership Collaborative projects, ISA program of British Council collaboration project 2017-18 from Podar International School, India.

• Received certificate of appreciation in March 2018 from British Council for the commitment in providing highest education standards through British Council.

• Accredited by The International Accreditation Agency (IAO) and the United States Boards for Education Standardization (USBES) for CSR initiatives.

• Accreditation by Common Sense School for school's dedication to teaching young people how to be safe and responsible digital citizens.

• National School Award for “Commendable contribution in International Education” by NSA 2019-20.

• Best Director Award in the category of Education Excellence by Global Guru’s Conclave, New Delhi 2019.

• Best International School of the Year” in “International Business and Academic Excellence Awards (IBAE2019)” in recognition of school’s exceptional calibre and outstanding performance in the field of Education.

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• The prestigious Outstanding School for Holistic Education award by IESA (International Education Summit and Awards) 2020 Bangkok, Thailand.

• Elite Education Magazine recognized World School as one of “The 10 best schools in Oman-2020” for top quality education along with prominent use of technology.

The Prodigal Playground Below are a few conducted campaigns of the varied kinds of extra-curricular activities being carried out:

With focus on the holistic development of students by activity-centred learning, enhancing critical thinking faculty, encouraging leadership and communication skills, along with active participation in community services to be responsible citizens and humans.

Orientations and career counselling events are regularly organized in the school. A comprehensive meet with the parents of the senior grade students is organized in the onset of an academic session to discuss various career prospective linked to respective streams and subject choices.

The Pandemic Effect

Educational - Honing the leadership skills, WS bestows upon its students the ability to be the future leaders of the world. WS holds its ‘Investiture’ ceremony in September 2019.

Launching new programs every year - Brain lab, abacus, Raz Plus, Mathletics, Science A-Z, reading programs, robotics, and many more to keep students updated.

ISA collaborative and exchange programs to allow students to exchange and test their ideas globally. Debates, declamation, quizzes, mental math and public speaking is a part of routine curriculum in the school to enhance the cognitive skills, reasoning and critical thinking, and personality development.

Social - WS prioritizes the social responsibility of the students, therefore organizes various campaigns around the year to throw the light on real-world issues.

Vocational - Art, craft, music, and sports are considered as the vital part of the curriculum. Various events are organized throughout the year honing these valuable skills.

Field trips and international trips to get the hands-on learning experience and to explore the world. Recently, the tour to London was held where 13 students along with their mentors went to explore the renowned places of educational and historic importance.

Environmental - ‘Go Green’ campaigns in collaboration with the Ministry of Environment and climate affairs, Dhofar governate and our social partners Rotana club and Kairaba Mirbat Resort, ‘Say No to Plastics’ campaign on Dahariz Beach and in collaboration with Ministry of Environment and ‘Save water and keeping the environment clean’ campaign done by the pre-primary and primary students in Gardens Mall, Salalah, educating the importance of water and pollution-free environment in human lives.

The global coronavirus pandemic threw a wrench amidst the cycle of the entire global education sector. Each century has experienced its bout with a pandemic like this. Centuries have bestowed its wisdom, knowledge, and faith onto the populations. Although the struggle with this disease has been nothing short of enormous, all manner of essential and non-essential services workers have given their all to combat this crisis. Teachers are no exception. Teachers are used to playing many different roles, but this year demanded more from them than ever before in their careers.

They are being asked to be public health experts, Tech support specialists, social workers to families reeling from the effects of layoffs and illness. And they are being asked to take on these new responsibilities against a backdrop of rising Covid-19 cases in many parts of the country, looming budget cuts for many school districts, and a hyper-polarized political debate over the return to school.

The World School, considered to be the best international school in Oman, wanted to present a ray of hope in this ocean of hopelessness. Optimistically, the teaching faculty of WS joined their hands together for the welfare of their students and the society. One of the initiatives by the teachers was to encourage the students to donate one bottle of either Dettol disinfectant or hand sanitizer to the school which further donated to the local hospitals in need as 'Hamper of Hope'. Their idea ‘Each one gives one’ accomplished and gained a lot of appreciation and rewards from the stakeholders.

The teaching faculty of WS have strived for the wellbeing of the students and the community, launching remarkable initiatives for the same. A school produces doctors, nurses, engineers, teachers, scientists, lawyers etc. Besides, all this school also looks after the EQ and IQ of its wards. These are the same wards who will march out like soldiers into the

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“

Knowledge, values, passion, and transformation are the core values that have enabled the school to rise to the eminence as one of the premier international schools in the Sultanate

“

future to defend, protect and build the society that sustains the needs of the community at large.

Prospects of World School As for the plans and designs of the future, the World School aims at adopting technology to its fullest, given that the Covid-19 pandemic has accelerated this adoption. To cater to the evolving needs of the new age learners, more personalised learning strategies will present umpteen opportunities to unleash the creative skills of students.

Additionally, the school plans at blending entertainment with learning to permit out-the-box thinking and honing of creative skills.

The school believes in skill-centric education as bookish knowledge helps them understand the topic, but only by application of said knowledge to specific trades and applications will help the students shine in the job market.

Focus on the field experience, which means opportunities for students to obtain real-world skills that are representative to their jobs, ultimately will create more room for students to fulfil internships, mentoring and collaboration projects.

All of this and more, is what is in store for the near future of World School: an exciting time to be learning! T R

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C VI O

nce upon a time, a child was dreaming in deep sleep. He started walking on the road to his school in despair, saying, “Why God? Why do we have to go to the school every day? Don’t you have a mercy for us, the poor kids?” God suddenly appeared and said, “Ok my child, you don’t have to go to the school from now on.” When the boy woke up, lockdowns were imposed all over. Now the boy walks in despair again, saying, “Please God, return those previous days”.

The story is relatable to you, isn’t it? The outbreak of COVID-19 pandemic shackled the world like never before. The whole world is living a virtual life. How can schools be spared from it? Lockdowns closed the physical gates of schools, opening new doors to online education. But the over-reliance on a technology is becoming a Pandora’s box for the students. This article will drive you to the effects of COVID-19 pandemic on the current education system.

system changed every aspect of education field.

There are many concerns about online learning. In many developing countries, financial background of the parents affects the learning of their child. Students having poor family background cannot afford the devices like smartphones, tabs, computers, or laptops. Those who possess these devices may suffer due to the network problems.

In some cases, teachers are not well trained about the use of technology which creates confusion among the students. On the other hand, students too require some training for the use of the technology like using smartphones or laptops. The online learning can cause cyberbullying of the students as they are not aware of online fraudsters.

Why Online Education is becoming a Pandora’s box?

Many people would suggest pre-recorded videos of the topics but it will eliminate the interaction between students and the teacher. Some students have lack of concentration for virtual learning while some of them do not understand the exact topic and may misinterpret it.

The learning process before the pandemic was more disciplined one. Students used to travel to the school and interact with the teachers more frequently. There was a certain flow in the process. However, the e-learning

The uneven flow of virtual learning may compromise the academic excellence. Some students possess high grasping capacity so they can adapt to the flow quickly.

The main problem is for average students. They cannot

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Treading New Ground

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PANDEMIC adapt to the situation as easily. Also, the promoting culture invented by this process can cause injustice to the brilliant students.

Silver Lining of the E-Learning Process E-learning is a blessing in disguise for the physically handicapped students. It reduces their physical movement and struggle to reach to the school. Virtual learning removes the inferiority complex from them so they can learn more confidently.

Parental guidance plays a vital role in online learning.

Frequent interactions through online activities strengthen the bond between the teachers and parents, and hence give a better understanding of their child’s progress.

Unlike the normal classroom culture, online learning offers many innovative ways. It takes time to adapt to the new education system but it also creates an opportunity for some creative initiatives. Working digitally saves the time and efforts of the students as well as the teachers. Though there are challenges ahead there are some takeaways also. Afterall, we are ever learning creatures, aren't we? T R

By Vinayak Ghorpade

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