Need to revisit the curriculum at design schools, including NIFT/NID : Be Entrepreneurial

It was a pleasure and privilege to be part of the Jury of the finals of the first All India #NIFT HG #business plan competition at @n.i.f.t national HQ in Delhi. It is indeed an honour and joy to start a new journey of contributing to the #design #education and fostering #entrepreneurship in design schools of the country.

Today, we have 16 NIFT campuses across the country. Five finalists emerged from the six month long competition that started from each of the 16 campuses. This initiative by #HarishGupta, an #NIFT alum of 1991 batch is praiseworthy and has the potential of #transforming the #design #education in #India.
In the pic include the visionaries who have given shape and are still giving to not only NIFT but also design as a edu-vertical and industry in the country. first DG Mrs Rathi (IAS) and current DG Mrs Sharda (IAS). Also seen are pioneer in #womenentrepreneurship @cwei Mrs Shashi, the founding CEO of Lacoste in India, Jayant, Harish Gupta of fashion learning, Praveen of Pincap fintech and other eminent roleholders in the NIFT fraternity Prof Sibichan, Prof Prabir, Prof Sudha, Prof Sohail…

The Jury was chaired by Mr Ganesh Natarajan, now an entrepreneurial mentor and investor, who has been known for spearheading Aptech at one point of time.

My few take aways from being part of the Jury..

A. The students taken in by the NIFT/NIDs may be creative, but the institutions need to invest in their personality transformation. You can present yourselves, create opportunities and clinch deals only if you are articulate and are convincing.

B. There is a dire need for instittutions to create a larger vision for themselves that can impact society in various ways, not limited to churning graduates. The four years of education needs to integrate with the external world. Break the insulated existence.

C. Then comes the need facilitate students to create their vision for life. Greater the integration with the external world through excercises of bringing outside world into classrooms and taking classrooms to the outsideworld, higher will be facilitation of students to have a better vision.

D. Need to foster entrepreneurial mindset as part of evolution of a student during the four years. This happens only when the institution is entrepreneurial, faculty is entrepreneurial, the processes are entrepreneurial. The institution should think of a few challenges/problems in its city as projects that could add immense value to the society, and solve them through their expertise; bring in relevant corporates to sponsor (csr), integrate these projects with the curriculum, at least in the 3rd and 4th year. Initiate the students into a structured entrepreneurial curriculum in the second year.

E. Of course embrace and institutionalize the competitions like NIFT HG business plan competition to help students participate, validate their ideas, create incubation possibilities. The funds will pour in. I am sure there are many investors like me who want to bet on the horses with potential.

F. The institutions need to tell themselves that they will incubate half a dozen endeavours/companies every year.

A stitch in time saves nine, as they say. It is time for NIFTs and NIDs to restitch in time to infuse energies.

Time to take off.

#careerlauncher

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Classroom Expectations: Positive management for the productive growth of students

I got a questionnaire from edinbox.com to respond to. Though the brief is to write answers in a couple of sentences for each issue/question raised, I feel unless we do not understand the very evolution of a human being, cognitively and behaviorally, we cannot find solutions to any of the issues raised here. Hence, I am giving the context before I address each of the concerns raised in the questionnaire. My answers for each of these questions could be dramatically in variance with the conventional wisdom that is prevalent around most adults. Whatever I am sharing here is an outcome of over two-decades of hands-on experience of being with children and young-adults, setting up schools, creating learning environments there in; and also seeing over a couple lakh students excel in career and life. Quite a few of those grown up adults bring their children to us, to seek help now!

Phases of learning in the evolution of a human being.

Phases of learning in the evolution of a human being.

Fig 1. Evolution of the human being, cognitively speaking.

 

The above conceptual framework is self-explanatory. Various empirical studies observed that the rate of cognitive evolution is exponential in the first eight years of life, reaching almost to 90% of that of an adult; about 80% by the age of three. We have been using the above nomenclature – Ananda, Jigyasa and Sadhana – in our language for almost two decades now. They evolved over a few years of observing and introspecting as the children evolved.

 

  1. A child in the initial phase of one’s early childhood evolution, Ananda, involves all senses in absorbing one’s context. The slate in the early phase is clean. It is all about joy of discovering the contextual existence. The child is like a sponge, soaking everything that exists in the immediate environment. It is incumbent upon the adult around her – a parent, grand-parent, family or a teacher, the school – how rich we can make the immediate contextual environment forthe child to thrive. Learning happens at a pace unimaginable, all without any agenda. (The Howard Gardner’s Multiple intelligences is in full bloom – kindly google to understand this concept of Multiple Intelligences)

 

  1. The primary and middle school years – age 8-14 – Jigyasa phase, is all about observation, introspection, analysis, synthesis to consolidate thus far imbibed experiences, into a solid knowledge through active questioning and embarking on finding answers to those questions through further experimentation and exploration. Greater the exposure, the higher is the learning. So as an adult in the environment, a parent can help the child experience a variety of spaces and activities in the arenas of all intelligences. During this period, a lot of likes, affinities, interests develop in every child that may start shaping the thought process that eventually may play an important role in choice-making and decision-making, about what one wants to pursue in career and life.

 

  1. If the adults at home and school have been taking note of the likes and affinities that are evolving in the Jigyasa phase, one can proactively facilitate the child to make well informed choices by exposing the child to a variety of literatures, activities, events, people of eminence etc. so that the child will listen, engage, interact and evolve. As the child moves to higher classes the family and school can facilitate the access to all the avenues that can shape a child’s chosen area of interest, probably positively impacting the career too.

Now I would like to answer the following questions with the above frame work as a reference. I also need to add here that I have clubbed questions together, where I have found them to be closely related, and I shall addressthem in a logical way.

What should be an expectation level of a teacher or a parent from the student?

  • One of the secrets to bring about the expected outcomes from a child is to be EMPATHETIC first. Talk to a child the way you would talk to an adult, in calm, eager and understanding way. As I said, the cognitive evolution of a child is almost that of an adult beyond age three. So, keep your emotions at bay.
  • The first requirement of an institution – family or school – is to take responsibility upon oneself to create age appropriate learning environment and experiences even before they have expectations from the child.
  • So, my expectation is directed more towards the adults in the child’s context, asking, what exciting environment have you created for the child to explore, experiment and learn.
    • Can I be with the child, whenever I feel the child is struggling? Can I walk with the child and not just talk?What inspires the child is your walk, and not the talk!!
    • Everything boils down to a good, open communication with the child. Only when the child feels that you are understanding, will the child be open to hear and see your perspective.

Does over expectation from a bright child deteriorate his performance and self-esteem?How behaviour of a student can be modified with simple learning and how can we help him in developing his self-esteem?What are the methods to develop behaviour modification among students?How to motivate a child to perform better in the class?

    • The secret, as I shared, is open communication and facilitation. Understanding the child, in the given context, is paramount. Help the child gain confidence to be open with you, to share her fears and needs.
    • An adult should not talk from 6ft. Get down to the child’s level. That means, your eyes and that of the child must be at the same level! Make the child feel that you are her friend and facilitator.
    • Every child is unique and let us not compare one with the other. Acknowledging the child’s interests, way of thinking, strengths, weaknesses and evencurrent  prioritiesis very important. Being open is the key. That is the only way to stoke self-esteem. Every positive thing we say or do, adds to her self-esteem.
    • First,believe and help yourself to help the child understand that he or she is good enough; and it is just a question of getting more comfortable in the subject or topic or issue that we are concerned about, and give a message that by understanding the concepts and practicing more she would be good. And that you are with her in the process. Walk, walk, walk with the child, do not talk.
    • I have seen the transformation in many a child, including my daughters. Building trust and stoking the self-belief is the key.

Is there a model or a technique to deal with discipline referrals?

  • Most of the root causes of the discipline issues emerge from the child’s immediate environment. The behavior of the child has its origin in the way an adult or two is behaving in the child’s environment – How is the adult dealing with the child. The adult’s ‘walk’ may be inducing the behavior.
  • For instance, if the child is very energetic and active in the school, then you may soon realize that his energy does not find any vent at home. His home environment could be highly restrained and over disciplined. And that pent-up energy finds a volcanic outlet in the school. Similarly, a child shouted at or abused at home, may vent his frustration at his fellow learners in school.
  • My questions for institutions, are, “How open are we to integrating homes with school? How much do we know about the child’s home environment? How much of interaction between the school and home have we institutionalized beyond the formality of PTM (parents teacher meeting which most of the times is unwelcoming for the schools. It is just an item in the check-list)
  • When the home and institution will be seamless, most of the behavioral deviancies will be easily taken care of. In the technology-enabled world of today, institutions can really create that seamless communication channels to bridge to two.
  • Even after having amazingly cordial and proactive engagement with home, if we find the child’s behavior still beyond our capability, then we need to seek the help of a psychologist/specialists in diagnosing any other eventuality, like ADHD etc.

Attention Deficit Disorder (ADD) affects the child’s ability to focus and control his behaviour. What steps to be taken to address the children suffering from ADD?

    • ADHD is the term that we usually use for affected children and adolescents, while ADD is used for adults. ADHD is the most commonly diagnosed mental disorder of children, more prevalent in boys than in girls; diagnosed based on the child’s symptoms and behavior.
    • Inattentiveness, impulsiveness or hyperactivity are the symptoms of a child with ADHD. It is a genetic-disorder and child has no role to play in acquiring it; one of the parents has contributed to the cause. Brain chemicals, called neurotransmitters, don’t work the same in children with ADHD; Certain areas in the brain may be smaller or even less active in children with ADHD than those without the disorder. Most of the times, a parent feels guilty of even acknowledging the presence of ADHD, especially do to the social stigma it may carry. Hence, we as adults, both teachers and parents need to be proactive, yet very patient in dealing with the child.
    • Timely diagnosis is very important. If not treated in time, ADHD continues into adulthood. However, by understanding the child, working on and channelizing his strengths, facilitating a conducive environment, and using medication timely, a childwith ADHD can grow into a responsible and productive adult who is socially invaluable.

 

How show we improve the school environment so that it helps students to perform better?What are the key points to be kept in mind which helps in developing a cordial environment for students and teachers?How can a teacher build an environment that can help students struggling with serious academic deficiencies, lack of support, language barrier, or any other challenges?

 

    • Most of the times I see the really issue lies with institutions – School and Homes – and adults within. I measure the adults by exploring their attitude towards these three questions –
      • Do your really love children?
      • Do you love learning?
      • Are you excited about creating rich, stimulating learning environments and experiences?
    • We need to understand that the institution exists for the child and need to bring about changes in our environment and the way we conduct ourselves and our learning processes
    • As Charles Darwin says, the human being as an organism is programmed to thrive – survival of the fittest. Unfortunately, we adults control the environment, at home or school, in such a way that the brilliant mind, amazing body and soul is not excited to flourish. We shackle the being.
    • It is very important that the learning environment, pedagogy and engagement be conducive with the evolutionary phases of a human being that is illustrated in Fig. 1 above. The coordination of the school and home, along with the curriculum engagement need to be rich and stimulating. Homes need to help the child experience the real world beyond the classrooms and curriculum. Parents must be thinkers and doers. Expose the child to experiences in every dimension of intelligences that Howard Gardner talks about.
    • Does the outside world come into your classrooms? Do your classrooms go to the outside world? If the answers these questions isin affirmative, soon we would have found solutions to all challenges.
Evolving child being facilitate by family, school and the experiences in the world

Evolving child being facilitate by family, school and the experiences in the world

Hope, I have been able to address all the issues raised in the questionnaire. I apologize for writing a lengthy article to address your questions. I strongly believe, there is no short-cut to facilitate a parent, teacher or institutions toenable every child that is playing in our aangans, corridors or classrooms.

As we let our own light shine, we give others permission to do the same….

“Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness that most frightens us. We ask ourselves, Who am I to be brilliant, gorgeous, talented, fabulous? Actually, who are you not to be? You are a child of God. Your playing small does not serve the world. There is nothing enlightened about shrinking so that other people won’t feel insecure around you. We are all meant to shine, as children do. We were born to make manifest the glory of God that is within us. It’s not just in some of us; it’s in everyone. And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others.”

This inspiring quote by Marianne Williamson is from her book, A Return To Love: Reflections on the Principles of A Course in Miracles, Harper Collins, 1992. From Chapter 7, Section 3 (Pg. 190-191).

This quote was used by Late Dr. Nelson Mandela, at the inaugural of his presidency of South Africa, after over 25 years of incarceration under Apartheid.

Each one of us is a prisoner of our thought process and most of the humanity never takes that step towards what they really want to be. This quote is always in my thought process and I use this to keep pushing myself to push my boundaries and this helps me to push others too.

In the last fortnight, I came across two youngsters who accosted me at different places on my travels, to confess that they have been through a session or two of mine in different locations at different times, and these sessions have impacted their thoughts and actions. And that they did take the leap of faith and chose their own path in life, during the interim period; and are well on their way to realize their inner sheen, as they are letting their own light shine others in their lives….

I am glad Sachin and Nikhil accosted me to reinforce my purpose of life. Thanks to scores of youth who have made me resolve steadfastly to undertake more such journeys in life….

———— April 20th, 2018 ———–

Sachin Jha

I was on my way back after addressing a very large gathering of about 2000 parents, on “Enabling children in this era of disruption” at DPS, Ranchi. As always, I was on a high, since I get to learn as much in these sessions, as I part with. So ideas were running in my head when I heard someone calling my name at a food point where, I was just trying to grab a sandwich before I boarded the flight.

Sachin comes from behind at Birsa Munda Airport, Ranchi and asks, “Are you Sreeni?”. I smiled. Sachin continues, “I could figure out from distance, but had some hesitation, when I came near, saw the CL logo on your laptop bag and that confirmed that you are. Still..” and laughed.

I was glad, #Inspiring #SachinJha of #IIML @iimlucknowdiaries accosted me at #Ranchi #Airport to tell me that he was in a class of mine in 2012 in #Kolkatta. and felt good that Sachin chose to take the path less trodden! #Sustainability #SDG which will be the mantra in the future.

He is currently doing his work with a foundation of TATA steel in the space of #education during the summers. Delighted that he is working with #policymakers #IAS decision makers in #Jharkhand!! Choose the less trodden path to progress faster, by exciting and enthusing others!! I am sure he will be in the @UN soon!

I commented that we both are in complete contrast(look at the photo) in the way we were looking that day! and we had a good laugh!!

#education #educator #mentor #learner #student #changemaker #travel #parenting #workshop #career #careerchoices #careercoaching #Lifecoach #coach

————- April 27th, 2018 ————-

IMG_20180428_065106_927

#Electrifying day it was; #TEDx style keynote on #Creating #Innovation #Ecosystem in Institutions to enable learners for the future;

@ #Vision2030EduConference @MMUMullana over 100 leaders of schools, colleges, universities participated,

Also I was on a panel that was discussing #TEACHERSofFUTURE

After my panel discussion, at my table I was observing an engrossed 4 year-old child sketching, oblivious to the happenings in the conference. Just then I felt a tap on my shoulder. Apologetically asks, whether he can talk to me.

@NikhilSheavaramani shared that he was wondering how to talk to me and that it took him some self-talk to talk to me. “I was in the first row in your 2011 session on #Entrepreneurship in #Varanasi; Inspired, wondered how? Today I am one, in Bhatinda.

I run an education institution in Bhatinda along with my wife helping many a class 8-12 children. She is missing meeting you as I have come alone, and will be delighted when I share about this meeting. Never thought you will be here.”

Feel blessed, for such moments. Each change-maker an inspiration. Life is Fruitful; It has a way of giving back! That’s what keeps one going – one spark ignited in a large gathering is good enough to set a community, town or a city on fire.

#education #educator #mentor #learner #student #changemaker #travel #Educational #Leadership #Transformational #workshop #Learning #Courage #Humility #career #careerchoices #careercoaching #Lifecoach #coach #Dynamism

@career_launcher @CLEducate @careerlaunchervns #SCBagla @satyaumanandu
———

IWSB Alum Sumit Gunjan, an inspiring changemaker, featured in Indian Express

Delighted to see #IWSB 2010-2012 PGP alum, @SumitGunjan, who anchored the school for children of construction workers in the evenings on campus, being featured in the Indian Express today.

IWSB - SEE : Mull-A-Cause launches library for childrenGUNJAN with friends facilitating children at the IWSB – SEE : Mull-A-Cause launches library for children

Sumit Gunjan has always been an epitome of empathy; a fine human being who always strived to create an impact wherever he was! Blessed to have such purposeful, passionate, persevering human beings who walked into life.

The above photograph is from the occasion of launch of the library for children at the evening school, when Indira and Mallika bought over 200 books for children from CBT and other sources. The evening saw story-telling and book reading sessions. More of the photos can be seen at the album Mull-A-Cause

29871995_10156303862904532_791869204291788479_o

Here I am copying the Indian Express Story, as it appears on its website. I humbly thank IE.

In hostel for tribal children near Ranchi, lessons on how to stay close to roots

Two events, two years apart, were to set Sumit Gunjan on a journey that would not only change his life but that of scores of tribal children in ‘Bal Nivas’, a hostel he set up for them in Banta-Hajam, a village in Silli Block, 70 km from Ranchi.

The first was eight years ago, in 2010, when Gunjan, then a 20-year-old pursuing a post-graduate management programme in a Greater Noida institute, came across a group of children of construction workers at a plot near his college. He began engaging with them, holding informal classes for them with the help of his batchmates and a few professors.

The second “turning point” was in early 2012, when Gunjan, still with the Greater Noida institute, undertook a “research yatra” to Jharkhand for the National Innovation Foundation (NIF) in Ahmedabad to study medicinal herbs used by the tribals of Jharkhand.

The first time Gunjan, the youngest of three children of a district court lawyer in Jharkhand’s Giridih, visited Banta-Hajam, he stayed for five days. But he kept coming back to the village, fascinated by the tribal way of life, until he finally decided to stay on for good that April.

“Yahaan ka boli, yahaan ka chaal… hum sab kuchh sikhaya usko (I taught him our language, our practices… everything),” says Bhavani Patar Munda at whose mud house Gunjan began by imparting basic literacy lessons to children.

Gunjan also worked in the fields, did errands and lived like any other member of the Munda household. “From then until today, we have never discussed rent. I live with them, work with them, eat with them,” says Gunjan, who has a Bachelor’s degree in management from Durgapur, West Bengal.

A couple of years ago, Gunjan, with help from villagers, friends and well-wishers, set up Bal Nivas, where 35 tribal children are imparted knowledge of traditional tribal languages, and trained in singing, dancing, classical music, computers and spoken English, besides vocational skills such as bee-keeping and knitting.

The children, all of them from the village, live in Bal Niwas, cooking their own food and cleaning their living quarters. While some children go to the primary school in the village and others to schools in Ranchi, they come back to the hostel, where they are encouraged to stay connected with the tribal way of life.

“At any given point, we teach around 35 children, of whom 25 are girls. They learn music, folk and classical, instruments such as the tabla, harmonium and even the tuila, a traditional tribal instrument on the verge of extinction, the do-tara and the mandolin,” says Gunjan.

When he arrived at Banta-Hajam village, Gunjan realised the children had limited language skills, and were not interested in studying. That’s when he came up with the Bal Nivas concept. “Initially, this was a place to give young children time after formal school where they learned basic things like mathematics and language through activities that were part of their own milieu like local games, which children don’t play these days,” he said.

At present, there are around 15 children, including seven girls, who live at the Bal Nivas. “Most of these children either do not have a father or a mother or are orphans. Also, we take children, who are generally dubbed failures by their own community or those who veer towards alcoholism and other vices at a young age,” he said.

The villagers donate rice every week, while the children have created a fund, donating Rs 2-3 a week. Gunjan also earns by teaching at two teachers’ training institutes in Koderma and Giridih.

Gunjan says he realised that to impart education to tribal children, he would have to first understand them better. “They ate rice three times a day. I started having the same diet and realised it was affecting my stamina. It then became easier for me to explain to them why having a balanced diet, especially for children, was necessary,” he says.

Some of his friends from NIF pushed Gunjan to introduce machines for sowing paddy. “But I decided to sow the saplings myself, along with the women. I then realised how it was also a place and platform for women to socialise. They would sing their traditional songs and come to know about each other’s lives. If we introduce machines, this beautiful thing would be lost. I am not against technology, but it has to be integrated with the milieu in which it is to be introduced,” he says.

Villagers are full of praise for Gunjan’s efforts. “Earlier, the only option for a young boy growing up in these parts was to migrate for work, or fall in bad company and take to liquor and other intoxicants. Gunjan has brought the focus back on all the good practices and traditions that we lived by but have now forgotten,” says Jogendra Gope, a folk singer, on whose land Gunjan set up the hostel. His daughter Sumati now learns classical and folk music at the hostel.

However, the journey wasn’t always smooth. “Last year, some people, upset with what Gunjan was doing, approached the panchayat. They wanted to know why so many girls were in the hostel and why they were being trained in music and dance. But, we stood our ground and, finally, they relented,” says Ramesh Chandra Kumhar, a lac businessman who lives opposite the hostel and who trains the children in vocational skills.

Kumhar says the reason why almost all villagers backed Gunjan was that the change he had brought about was for everyone to see.

Suraj Patar Munda, one of the students at Bal Nivas, says, “I had fallen into bad company and would take marijuana and never attend school. Now, I have left all that and I’m getting trained in music, besides English and computer,” says the teenager who is enrolled at the Ramakrishna Mission School in Ranchi.

Gunjan says he could win the trust of parents, especially of girl students at Bal Nivas, because he kept things transparent. “We would invite parents to live with us at Bal Nivas. When they saw for themselves how things were, they felt good about it and believed me,” he says.

The biggest certificate of their trust came in 2015 when he travelled with some of the children to Ahmedabad for the annual Satvik Food Festival of NIF. “For a village where girls are not supposed to go beyond Ranchi without men escorting them, it was a big thing,” says Gunjan.

One of those who made that trip to Ahmedabad was Ashtami Patar Munda, the 15-year-old daughter of Munda, at whose house Gunjan stayed when he first came to the village in 2012. “For the first time, I saw a world outside our village. Had it not been for Gunjan bhaiyya, it would have been unthinkable. I want to follow his footsteps,” she says.

Jharkhand’s Commission for Protection of Child Rights chairperson, Arti Kujur, who has attended a couple of cultural programmes organised by Gunjan’s students, says, “He got the artistes to perform to themes such as child marriages and human trafficking, which is a problem in these areas. Also, he has gained the confidence of the tribals. It’s not easy.”

But what really matters for Gunjan are lines like these, delivered with a warm smile. “For us, he is one of our own. He has changed our lives for the better,” says Alam Khan, a resident of Banta-Hajam.

On Zee Business special : Cool Careers

Zee business conceived a two part series on cool careers, careers beyond engineering and medical. This is the first one that went on air on March 29,2018. The second in the series will happen immediately after the board results are announced.

Screenshot_2018-05-01-12-38-30-922_com.google.android.youtube

This was an hour long programme. The Zee Business channel failed to upload the episode on to their youtube channel, in-spite of promising that they would.

Surprisingly I found that an edited version of the program was put up by one of my co-panelists on the programme, Mr. Sunil GOel, highlighting all of his interventions, but editing out other two panelists R.Sreenivasan and Parveen Malhotra, significantly. Nevertheless I thought, for the young students who wish to go for non-conventional careers, even this truncated episode will be of value.

As a facilitator, mentor and coach, I just want to say that let us all be a good, facilitating human beings first. Rest will follow.

Ownership, Purpose, Passion, Responsibility, Perseverance, Excellence…

#Purpose, #Passion, #persevere
#Excellence #success #career #life

Watch the one min video….so much to learn !!
Love to hear your comments. Also kindly share.

#Fascinating #journeys!
#Pushing #boundaries!
#Celebrating #lives!

I was walking briskly with my #camera, with an intention to #photograph #Kite-making, in the short half an hour time I had. This young man, a #logistics-auto plier, tapped me as I was passing by his auto and asked, “#Reporter?”, “Write for #Magazine?”. I said I do write, for my websites and blogs, at times columns in newspapers. His #enthusiasm was so #infectious, I paused to talk to him….. As he started, realized this #interaction will be so invaluable for #youth who give a million reasons for their inability to perform. Hence recorded….

listen to him…..

Since I was in Ahmedabad, I had acceded to requests from Baroda and Ahmedabad offices of CL Educate to take PDP workshops. These we’re eight hour sessions, covering..

A. Understanding self
B. Personal Victory
C. Public Victory
D. Creating a vision for self
E. Building Profile
Leading to excellence in life

At the end of the sessions, quite a few participants started asking questions on how they keep their enthusiasm for long, overcome their language challenge etc…

I just showed them this video that I had just captured… Each one was overawed.

#Ownership is the key. Do you own yourself?

Education Reforms: Curricula, Teachers, Parents, Children – Itihaas Annual Summit

Yesterday was a very insightful, introspective and compelling morning, being at the ITIHAAS’ 9th Annual Summit of Teachers and Educationists. Over 250 of them congregated in this annual immersion from across the country. Prof Poonam Batra, an eminent professor who has contributed immensely to the education space in the country, and Ms Prachi Agarval, noted developmental psychologist were the first ones to address the esteemed audience on the issue of, “Teachers and Curricula in the times of Educational Reforms”

It was a pleasure listening to Prof Poonam Batra of Delhi University on the shifts in the outlook towards education as the nation went on a roller-coaster ride that the ruling dispensations took the nation through, with their concept of nation and nationalism, paradigms of developmental economics, notions of secularism and tolerance! Here are a few of the salient points I managed to capture and tweeted live too.

Prof. #PoonamBatra #Teachers&CurriculaInEducationalReforms @ITIHAASKiBaat

  • Teachers have become one of the most marginalized, in a society that is hierarchical! #EducationalReforms are driven by #EconomicReforms. what are the #HumanIndicators? #Health #Education sliding further
  • #Teachers are catalysts in societal transformation. But #liberalization made the schools a market place #lessonplans, #studentprojects are being bought! #Teachers become #laborers #corporates who don’t understand #children and #education are packaging
  • #EducationPolicy is being pushed by #VentureCapitalists. #Teachers are no where in deciding what, why, when, where and how of #curriculum. #market has taken over #love, #affection too. Where is #Education? Where is development of #people?
  • We are focusing on #learningOutcome than #LearningExperiences #joy #child #Centricity has vanished! #Education has to be contextual, you cannot have global uniformity. Marginalization of #knowledge #context of course #Teachers.
  • #Child-centred vs #Discipline, #traditional vs #modern, why do we see only #polarity? Best way to learn is to have a non-threatening environment? Freedom means free to make mistakes, air opinions! Children observes your walk, do not talk!

Here are few points that I captured from Prachi’s sharings – @PrachiAgarval

  • Why do we go to #school? How many of us as #Teachers promote #questioning? Do we help the child to #realize his #potential? #developmental #relationship
  • Are we listening, understanding children? Are we co-creating? are we making children comfortable in committing mistakes? Helping them be compassionate? how many of us use our potential? How will we help children unearth theirs? #ExpressCare belonging, #ChallengeGrowth

Singers from TONK who have been championing the cause of education in country side, championed by dear friend Amir Abidi and his movement. The audience had the privilege of listening them.

I had short engaging interaction with the audience on  “#Perspectives, in the rapidly changing #world”.

Thanks to my dear friend Manohar Khushalani, an eminent theater personality and a Professor at IIIT Delhi, who went live on FACEBOOK while I was engaging the keenly learning facilitators and mentors in the auditorium.

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#Education is so much more! It is not about syllabus and marks for sure!

I am summing up the three things that any #educationist or #institution should strive to facilitate in a #child………………………..

1. Desire to #learn, through life: Life-long #learner
2. Have #courage to push boundaries: #Discover more of self. Dare to make #mistakes.
3. Be #humble whatever you achieve: #humility

These will not only help one in the changing times, but also #facilitate one ride the #change. Be the #master of your journey and destiny. Be the #change-maker. #Impact the #world.

#Shivani  of @ITIHAASKiBaat nicely summed up. If you do not know #where you are #coming from; if you do not take pride in who you are,  #why and #How will you know where you want to go? Do we facilitate #integrity #compassion #courage #humility?

Smita Vats, the founder of ITIHAAS concluded in her inimitable style, exhorting the teachers to create their own stories that they and also the society will be proud of, and also facilitate children in a manner that their stories too become legends.

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