Tag: Education

  • PM Modi doesn’t understand importance of education, writes jailed AAP leader Sisodia

    By PTI

    NEW DELHI: Jailed AAP leader Manish Sisodia has written a letter addressing the people of the country, alleging that Prime Minister Narendra Modi does not understand the importance of education.

    In the letter which was posted on Twitter by Chief Minister Arvind Kejriwal, his former deputy said, “It is very dangerous for the country if the prime minister is less educated.”

    “(Narendra) Modi does not understand science…Modi ji does not understand the importance of education,” Sisodia claimed in the letter, alleging that 60,000 schools have been closed in the country in the last few years.

    “It is necessary to have an educated prime minister for the progress of India,” he said.

    The CBI had on February 26 arrested Sisodia in connection with alleged corruption in the formulation and implementation of the now-scrapped Delhi Excise Policy 2021-22.

    मनीष सिसोदिया ने जेल से देश के नाम चिट्ठी लिखी -प्रधानमंत्री का कम पढ़ा-लिखा होना देश के लिए बेहद ख़तरनाकमोदी जी विज्ञान की बातें नहीं समझतेमोदी जी शिक्षा का महत्व नहीं समझतेपिछले कुछ वर्षों में 60,000 स्कूल बंद किएभारत की तरक़्क़ी के लिए पढ़ा-लिखा पीएम होना ज़रूरी pic.twitter.com/VpPyY1Jr2v
    — Arvind Kejriwal (@ArvindKejriwal) April 7, 2023

    NEW DELHI: Jailed AAP leader Manish Sisodia has written a letter addressing the people of the country, alleging that Prime Minister Narendra Modi does not understand the importance of education.

    In the letter which was posted on Twitter by Chief Minister Arvind Kejriwal, his former deputy said, “It is very dangerous for the country if the prime minister is less educated.”

    “(Narendra) Modi does not understand science…Modi ji does not understand the importance of education,” Sisodia claimed in the letter, alleging that 60,000 schools have been closed in the country in the last few years.googletag.cmd.push(function() {googletag.display(‘div-gpt-ad-8052921-2’); });

    “It is necessary to have an educated prime minister for the progress of India,” he said.

    The CBI had on February 26 arrested Sisodia in connection with alleged corruption in the formulation and implementation of the now-scrapped Delhi Excise Policy 2021-22.

    मनीष सिसोदिया ने जेल से देश के नाम चिट्ठी लिखी –
    प्रधानमंत्री का कम पढ़ा-लिखा होना देश के लिए बेहद ख़तरनाक
    मोदी जी विज्ञान की बातें नहीं समझते
    मोदी जी शिक्षा का महत्व नहीं समझते
    पिछले कुछ वर्षों में 60,000 स्कूल बंद किए
    भारत की तरक़्क़ी के लिए पढ़ा-लिखा पीएम होना ज़रूरी pic.twitter.com/VpPyY1Jr2v
    — Arvind Kejriwal (@ArvindKejriwal) April 7, 2023

  • Indian degrees to be recognized in Australia, says PM Albanese

    By PTI

    AHMEDABAD: Australian Prime Minister Anthony Albanese on Wednesday announced that his country and the Indian government have finalized the `Australia-India Education Qualification Recognition Mechanism.’

    Albanese, on a visit to India, was speaking at a programme here to officially announce that Australia’s Deakin University would be setting up an international branch campus at GIFT City in Gujarat’s Gandhinagar.

    “There is a significant development in our bilateral education relations. I am pleased to tell you that we have finalised Australia-India Education Qualification Recognition Mechanism,” he said.

    “This new mechanism means that if you are an Indian student who is studying or have studied in Australia, your hard-earned degree will be recognised when you return home. Or if you are a member of Australia’s very large Indian diaspora — 500,000 and growing — you will feel more confident that your Indian qualification will be recognised in Australia,” he said.

    It is the most comprehensive and ambitious arrangement agreed to by India with any country, Albanese said.

    “It paved the way for commercial opportunities for Australian education providers to offer innovative and more accessible education to Indian students. And it provides a solid basis for educational institutions to consider new ways to partner with each other,” he said.

    “It is a fantastic piece of work that will have real tangible benefits,” the visiting prime minister added.

    He also announced a new scholarship for Indian students who want to study in Australia. “I am pleased to announce a new scholarship offering — the Maitri scholarships. This is for Indian students to study in Australia for up to four years. The scholarships are part of the wider Maitri programme that seeks to boost cultural, educational and community ties between Australia and India,” Albanese said.

    Gujarat Chief Minister Bhupendra Patel and Governor Acharya Devvrat were also present on the occasion.

    AHMEDABAD: Australian Prime Minister Anthony Albanese on Wednesday announced that his country and the Indian government have finalized the `Australia-India Education Qualification Recognition Mechanism.’

    Albanese, on a visit to India, was speaking at a programme here to officially announce that Australia’s Deakin University would be setting up an international branch campus at GIFT City in Gujarat’s Gandhinagar.

    “There is a significant development in our bilateral education relations. I am pleased to tell you that we have finalised Australia-India Education Qualification Recognition Mechanism,” he said.googletag.cmd.push(function() {googletag.display(‘div-gpt-ad-8052921-2’); });

    “This new mechanism means that if you are an Indian student who is studying or have studied in Australia, your hard-earned degree will be recognised when you return home. Or if you are a member of Australia’s very large Indian diaspora — 500,000 and growing — you will feel more confident that your Indian qualification will be recognised in Australia,” he said.

    It is the most comprehensive and ambitious arrangement agreed to by India with any country, Albanese said.

    “It paved the way for commercial opportunities for Australian education providers to offer innovative and more accessible education to Indian students. And it provides a solid basis for educational institutions to consider new ways to partner with each other,” he said.

    “It is a fantastic piece of work that will have real tangible benefits,” the visiting prime minister added.

    He also announced a new scholarship for Indian students who want to study in Australia. “I am pleased to announce a new scholarship offering — the Maitri scholarships. This is for Indian students to study in Australia for up to four years. The scholarships are part of the wider Maitri programme that seeks to boost cultural, educational and community ties between Australia and India,” Albanese said.

    Gujarat Chief Minister Bhupendra Patel and Governor Acharya Devvrat were also present on the occasion.

  • Gender-neutral uniforms, safe washrooms: NCERT’s manual for schools on transgender students

    By PTI

    NEW DELHI: Gender-neutral uniforms in schools, transgender-inclusive curriculum, safe washroom facilities and measures to prevent gender-based violence are among the recommendations made by a new NCERT manual for smoothly integrating the third gender in formal schooling process.

    The draft manual, titled “Integrating Transgender Concerns in Schooling Processes”, has been prepared by a new 16-member committee convened by NCERT’s Department of Gender Studies head Jyotsna Tiwari.

    “Some of the students, specially from Grade VI onward, have a preference for clothes, particularly school uniform. They do not feel comfortable in a particular dress. Schools can introduce gender-neutral uniforms which are comfortable, climate appropriate, fit and do not conform to a particular gender,” it said.

    The panel has noted that these uniforms might be designed by design institutes.

    “Many schools have introduced pants and shirts that can suit any gender and they are comfortable for all school activities. Reinforcement of gender binaries in school structures, in terms of uniforms, use of toilets, participation in sports and extra-curricular activities, bullying and harassment for simply choosing to express themselves as opposed to social norms, are some of the glaring concerns raised by transgender persons when it comes to barrier in their education,” it added.

    The panel has suggested that educators could identify the spaces and scope of integrating gender, especially transgender concerns, in their pedagogy and textbook content wherever they feel the gap in the existing textbooks.

    “Such practices should be shared with fellow teachers (subject or stage-specific) to collectively evolve best practices which are context specific. Issues of masculinity, equality and empowerment must be addressed through a careful choice of themes in our textbooks as well as through other pedagogies such as role play, debates, creative writing, development of short films, etc.

    “If students are noticed to be gender non-conforming or emerge as transgender at this stage, help them to form healthy, supportive alliances with peers and generate gender-sensitive school environment so that such a student feels supported. Health educators should be gender sensitive and use gender-inclusive practices while educating on puberty, sex education and health education,” the manual read.

    Noting that due to society’s marked intolerance of gender nonconformity, those who do not conform to gender norms are more likely to suffer from violence as compared to other gender-conforming students from an early age, the panel said it could be inflicted upon them within different contexts through various social interactions.

    “These interactions could be with family members, school peers or society at large. It might include experiences of rejection within the process of seeking identification of their gender identity or asking to be called by the name they selected for affirming their gender identity. These are everyday yet profound events of experiencing violence by transgender persons. It needs to be noted that ‘homophobic and transphobic’ violence is also associated with poorer than average physical and mental health. The adverse effects on young people’s mental and psychological health include: increased risk of anxiety, fear, stress, loss of confidence, low self-esteem, loneliness, self-harm, depression and suicide,” it said.

    Elaborating on the need for a “transgender inclusive” environment in schools, the manual has noted that the behaviours and expressions exist within the gender binary, they are seen as “normal” and are treated as acceptable.

    “In the case of children who do not conform to such binary roles, expressions, behaviour, which typically associate with their assigned-sex and thereby gender; they are made to feel as ‘abnormal’.

    Further, these expressions, behaviours, mannerisms, etc., draw unwarranted attention from others since they are not seen as ‘normal’ and lead to bullying or harassment, which makes it all the more difficult for transgender children to continue their education.

    “This affects the childhood and adolescence of many transgender children due to incidences at school, since these cases mostly go unreported due to the stigma attached. It often leads to discontinuation of their formal education or a drastic decline in their academic performances,” it said.

    The panel has also stressed that while introducing transgender-inclusive curriculum, it is best to do so collectively as a school community, led by the administrative and school leaders.

    It is also recommended that the decisions in this regard be communicated through gender-specific professional development for educators and community members at the start of each academic year.

    A previous manual titled “Inclusion of Transgender Children in School Education: Concerns and Roadmap” was taken off following concerns raised by the National Commission for Protection of Child Rights (NCPCR).

    While the previous report dealt extensively with the needs of all categories of gender non-conforming children, the latest one states that though there is a recognition of people with diverse sexualities and sexual orientations, including LGBTQ communities, “the present module is specifically focusing upon transgender persons by birth.”

    NEW DELHI: Gender-neutral uniforms in schools, transgender-inclusive curriculum, safe washroom facilities and measures to prevent gender-based violence are among the recommendations made by a new NCERT manual for smoothly integrating the third gender in formal schooling process.

    The draft manual, titled “Integrating Transgender Concerns in Schooling Processes”, has been prepared by a new 16-member committee convened by NCERT’s Department of Gender Studies head Jyotsna Tiwari.

    “Some of the students, specially from Grade VI onward, have a preference for clothes, particularly school uniform. They do not feel comfortable in a particular dress. Schools can introduce gender-neutral uniforms which are comfortable, climate appropriate, fit and do not conform to a particular gender,” it said.

    The panel has noted that these uniforms might be designed by design institutes.

    “Many schools have introduced pants and shirts that can suit any gender and they are comfortable for all school activities. Reinforcement of gender binaries in school structures, in terms of uniforms, use of toilets, participation in sports and extra-curricular activities, bullying and harassment for simply choosing to express themselves as opposed to social norms, are some of the glaring concerns raised by transgender persons when it comes to barrier in their education,” it added.

    The panel has suggested that educators could identify the spaces and scope of integrating gender, especially transgender concerns, in their pedagogy and textbook content wherever they feel the gap in the existing textbooks.

    “Such practices should be shared with fellow teachers (subject or stage-specific) to collectively evolve best practices which are context specific. Issues of masculinity, equality and empowerment must be addressed through a careful choice of themes in our textbooks as well as through other pedagogies such as role play, debates, creative writing, development of short films, etc.

    “If students are noticed to be gender non-conforming or emerge as transgender at this stage, help them to form healthy, supportive alliances with peers and generate gender-sensitive school environment so that such a student feels supported. Health educators should be gender sensitive and use gender-inclusive practices while educating on puberty, sex education and health education,” the manual read.

    Noting that due to society’s marked intolerance of gender nonconformity, those who do not conform to gender norms are more likely to suffer from violence as compared to other gender-conforming students from an early age, the panel said it could be inflicted upon them within different contexts through various social interactions.

    “These interactions could be with family members, school peers or society at large. It might include experiences of rejection within the process of seeking identification of their gender identity or asking to be called by the name they selected for affirming their gender identity. These are everyday yet profound events of experiencing violence by transgender persons. It needs to be noted that ‘homophobic and transphobic’ violence is also associated with poorer than average physical and mental health. The adverse effects on young people’s mental and psychological health include: increased risk of anxiety, fear, stress, loss of confidence, low self-esteem, loneliness, self-harm, depression and suicide,” it said.

    Elaborating on the need for a “transgender inclusive” environment in schools, the manual has noted that the behaviours and expressions exist within the gender binary, they are seen as “normal” and are treated as acceptable.

    “In the case of children who do not conform to such binary roles, expressions, behaviour, which typically associate with their assigned-sex and thereby gender; they are made to feel as ‘abnormal’.

    Further, these expressions, behaviours, mannerisms, etc., draw unwarranted attention from others since they are not seen as ‘normal’ and lead to bullying or harassment, which makes it all the more difficult for transgender children to continue their education.

    “This affects the childhood and adolescence of many transgender children due to incidences at school, since these cases mostly go unreported due to the stigma attached. It often leads to discontinuation of their formal education or a drastic decline in their academic performances,” it said.

    The panel has also stressed that while introducing transgender-inclusive curriculum, it is best to do so collectively as a school community, led by the administrative and school leaders.

    It is also recommended that the decisions in this regard be communicated through gender-specific professional development for educators and community members at the start of each academic year.

    A previous manual titled “Inclusion of Transgender Children in School Education: Concerns and Roadmap” was taken off following concerns raised by the National Commission for Protection of Child Rights (NCPCR).

    While the previous report dealt extensively with the needs of all categories of gender non-conforming children, the latest one states that though there is a recognition of people with diverse sexualities and sexual orientations, including LGBTQ communities, “the present module is specifically focusing upon transgender persons by birth.”

  • Diversity of religious teachings should be highlighted in school textbooks: Parl panel

    The committee stressed that local heroes, both men and women, who have been ignored over the years, should be highlighted with their contributions to the country's history and unity.

  • Create new knowledge network with Indian, global institutions: Pradhan

    Express News Service

    NEW DELHI: Union Education Minister Dharmendra Pradhan on Tuesday said a new knowledge network is needed with international institutions setting up campuses in India and Indian institutions going global.

    Addressing the inaugural session of the international conclave on Digital Transformation and Internationalization of the Higher Education, organised by the Deakin University, Australia, in association with TCS in Delhi, Pradhan said India aspires to lead the industrial revolution 4.0 and in that India-Australia ties can play a significant role.

    “India and Australia share a long relationship based on shared values. Our partnership in the education and skill sectors goes from strength to strength. India aspires to lead the Industrial Revolution 4.0. India-Australia partnership can play a major role in this journey,” said Pradhan.

    “In the ever-evolving world, Indian knowledge networks will be for the benefit of humanity,” said Pradhan,  who visited Australia last month to strengthen Indo-Australian ties and to explore the connection, to collaborate and cooperate aspects in education and skill development.

    The minister was joined by Prof. Ian Martin, Vice Chancellor, Deakin University, Subramaniam Ramadorai, Chairman of the Governing Board of the Tata Institute of Social Sciences,  and former vice chairman of Tata Consultancy Services, and Prof. C Rajkumar, founding Vice Chancellor, OP Jindal University and other thought leaders from India and Australia.

    “Indian civilisation has always been knowledge-based and knowledge-driven. Taking this forward, India is implementing the National Education Policy (NEP) 2020. The challenge today is educating and skilling the vast population in the 15-25 age group,” Pradhan said.

    NEW DELHI: Union Education Minister Dharmendra Pradhan on Tuesday said a new knowledge network is needed with international institutions setting up campuses in India and Indian institutions going global.

    Addressing the inaugural session of the international conclave on Digital Transformation and Internationalization of the Higher Education, organised by the Deakin University, Australia, in association with TCS in Delhi, Pradhan said India aspires to lead the industrial revolution 4.0 and in that India-Australia ties can play a significant role.

    “India and Australia share a long relationship based on shared values. Our partnership in the education and skill sectors goes from strength to strength. India aspires to lead the Industrial Revolution 4.0. India-Australia partnership can play a major role in this journey,” said Pradhan.

    “In the ever-evolving world, Indian knowledge networks will be for the benefit of humanity,” said Pradhan,  who visited Australia last month to strengthen Indo-Australian ties and to explore the connection, to collaborate and cooperate aspects in education and skill development.

    The minister was joined by Prof. Ian Martin, Vice Chancellor, Deakin University, Subramaniam Ramadorai, Chairman of the Governing Board of the Tata Institute of Social Sciences,  and former vice chairman of Tata Consultancy Services, and Prof. C Rajkumar, founding Vice Chancellor, OP Jindal University and other thought leaders from India and Australia.

    “Indian civilisation has always been knowledge-based and knowledge-driven. Taking this forward, India is implementing the National Education Policy (NEP) 2020. The challenge today is educating and skilling the vast population in the 15-25 age group,” Pradhan said.

  • Need to make educational institutes future ready; IITs pride of nation: President Murmu

    By PTI

    NEW DELHI: President Droupadi Murmu on Saturday stressed the need to make educational institutions future-ready, asserting that if the country takes steps to protect itself from vagaries of the future, it can reap rich demographic dividends.

    The president was addressing the closing ceremony of the diamond jubilee celebrations of the Indian Institute of Technology (IIT) Delhi.

    “India has a great talent pool which is yet to be fully tapped. We need to make our institutes adaptable to the future. This will require a new teaching-learning matrix, pedagogy and content which are future-oriented. I am confident that with our famed IITs, we will be able to nurture the younger generation with the necessary knowledge base and the right skills to face the challenge,” she said.

    Calling IITs the country’s pride, Murmu said, “Their story is the story of Independent India. IITs proved to the world the capability of India in the domains of education and technology. In more than one way, the story of the IITs is the story of Independent India. The IITs have contributed immensely to India’s improved standing on the global stage today. Faculty and alumni of IITs have shown the world our brainpower,” she said.

    The president said that by 2047, when the country will celebrate the centenary of Independence, the world around us will have changed drastically, thanks to the Fourth Industrial Revolution.

    “Just as we were in no position 25 years ago to imagine the contemporary world, we cannot visualise today how artificial intelligence and automation are going to transform life. With our high population numbers, we need to have a foresight and strategies in place to deal with the forces of the future where disruptions will be a new normal. The nature of employment will get completely changed,” she said.

    Asserting that climate change poses a serious challenge, the president said that as a developing country with a high population base, our energy requirement for economic growth is very high.

    “Hence we need to shift from fossil fuels to renewable energy. In the years to come, as the world anxiously looks for technological solutions to environmental challenges, I trust India’s young engineers and scientists will help humankind achieve a breakthrough,” she said.

    NEW DELHI: President Droupadi Murmu on Saturday stressed the need to make educational institutions future-ready, asserting that if the country takes steps to protect itself from vagaries of the future, it can reap rich demographic dividends.

    The president was addressing the closing ceremony of the diamond jubilee celebrations of the Indian Institute of Technology (IIT) Delhi.

    “India has a great talent pool which is yet to be fully tapped. We need to make our institutes adaptable to the future. This will require a new teaching-learning matrix, pedagogy and content which are future-oriented. I am confident that with our famed IITs, we will be able to nurture the younger generation with the necessary knowledge base and the right skills to face the challenge,” she said.

    Calling IITs the country’s pride, Murmu said, “Their story is the story of Independent India. IITs proved to the world the capability of India in the domains of education and technology. In more than one way, the story of the IITs is the story of Independent India. The IITs have contributed immensely to India’s improved standing on the global stage today. Faculty and alumni of IITs have shown the world our brainpower,” she said.

    The president said that by 2047, when the country will celebrate the centenary of Independence, the world around us will have changed drastically, thanks to the Fourth Industrial Revolution.

    “Just as we were in no position 25 years ago to imagine the contemporary world, we cannot visualise today how artificial intelligence and automation are going to transform life. With our high population numbers, we need to have a foresight and strategies in place to deal with the forces of the future where disruptions will be a new normal. The nature of employment will get completely changed,” she said.

    Asserting that climate change poses a serious challenge, the president said that as a developing country with a high population base, our energy requirement for economic growth is very high.

    “Hence we need to shift from fossil fuels to renewable energy. In the years to come, as the world anxiously looks for technological solutions to environmental challenges, I trust India’s young engineers and scientists will help humankind achieve a breakthrough,” she said.

  • Maharashtra govt to bear education cost of college students who lost parents to COVID-19

    By PTI

    MUMBAI: Maharashtra Minister Chandrakant Patil on Monday said the state government will bear the education expenses of college students who have lost both their parents to the COVID-19 pandemic.

    The state higher and technical education minister made the announcement on the floor of the state Assembly while responding to a question by Congress legislator Shirish Chaudhary.

    “As many as 931 undergraduate and 228 postgraduate students of various government colleges have lost both their parents to the COVID-19 pandemic.

    The government will pay their fees of the entire course,” Patil said.

    The minister further said that the decision will cost the state exchequer more than Rs 2 crore annually, and there will be no need for the state government to pass similar decision every year.

    MUMBAI: Maharashtra Minister Chandrakant Patil on Monday said the state government will bear the education expenses of college students who have lost both their parents to the COVID-19 pandemic.

    The state higher and technical education minister made the announcement on the floor of the state Assembly while responding to a question by Congress legislator Shirish Chaudhary.

    “As many as 931 undergraduate and 228 postgraduate students of various government colleges have lost both their parents to the COVID-19 pandemic.

    The government will pay their fees of the entire course,” Patil said.

    The minister further said that the decision will cost the state exchequer more than Rs 2 crore annually, and there will be no need for the state government to pass similar decision every year.

  • Jharkhand student exposes sorry state of school, threatened by teachers

    Express News Service

    RANCHI: A 12-year-old student in a government school in Godda, who turned to be a reporter, through his journalistic skills exposed the dilapidated condition of his school by making a live video on social media. He was allegedly threatened by his teachers for this act. 

    Sarfaraz Khan was seen reporting with a plastic bottle fitted with a bamboo stick, resembling a mic carried by TV journalists, and exposing the sorry state of the education system in his school at Bhikhiyachak Primary School under Mahgama Block in Godda. He requested Chief Minister Hemant Soren to dismiss the teachers from school. 

    In the video, which went viral on social media, Sarfaraz is saying – “Now, I will show you the condition of the upgraded primary school in my village.” In the video, Sarfaraz could be seen questioning his partner fluently about the teachers, why students do not come to school and several other issues related toschool without any hesitation.

    Sarfaraz keeps on showing the dilapidated condition of the school building…. “Teachers are absent in the school. Big trees have grown up on its premises. There is no drinking water facility and no toilet. Cattle fodder is kept in the classroom.”

    बच्चे की सच्ची पत्रकारिता को दिल से सलामवीडियो झारखंड की है और बच्चे का नाम सरफराज है@MaazAkhter800#JharkhandNews #Viral pic.twitter.com/dsKVdtiRSe
    — Maaz Akhter (@MaazAkhter800) August 4, 2022
    Sarfaraz told that he was threatened by the school staff to refrain from such activities or he will have to face dire consequences.

    “There is no teacher in this school. After I made this video which went viral on social media, school staff came to my residence and threatened us,” said Sarfaraz Khan.

    “One of the teachers Md Tamizuddin came to my home and threatened my parents that they will lodge a complaint against me. I request Chief Minister Hemant Soren to remove him from the school as he is coming to the school only to make their attendance,” said Sarfaraz.

    However, he said that he is not deterred from such threats and will keep exposing such things in future also.

    Sarfraz further added that the condition of the school was not like this in the beginning, but it got deteriorated later due to the negligence of the school staff. 

    “Teachers come here only to make their attendances; since teachers don’t teach here properly, children also don’t come regularly,” he said.

    Interestingly, after the video went viral on social media, the school building has been cleaned and the District Education Officer Rajni Devi recommended the suspension of two school teachers posted there.

    School Education and Literacy Minister also called up the child reporter and asked whether he should suspend the teacher, to which Sarfaraz replied, “Yes, that would be fine.”

    “Sarfaraz wants to become a journalist when he grows up but teachers in his school did not like it and suggested him to refrain from such activities. When I was informed about it, I directed the District Education Officer to relieve both the assistant teachers — Md Tamizuddin and Md Rafique– from duty,” tweeted Education Minister Jagarnath Mahto.

    RANCHI: A 12-year-old student in a government school in Godda, who turned to be a reporter, through his journalistic skills exposed the dilapidated condition of his school by making a live video on social media. He was allegedly threatened by his teachers for this act. 

    Sarfaraz Khan was seen reporting with a plastic bottle fitted with a bamboo stick, resembling a mic carried by TV journalists, and exposing the sorry state of the education system in his school at Bhikhiyachak Primary School under Mahgama Block in Godda. He requested Chief Minister Hemant Soren to dismiss the teachers from school. 

    In the video, which went viral on social media, Sarfaraz is saying – “Now, I will show you the condition of the upgraded primary school in my village.” In the video, Sarfaraz could be seen questioning his partner fluently about the teachers, why students do not come to school and several other issues related to
    school without any hesitation.

    Sarfaraz keeps on showing the dilapidated condition of the school building…. “Teachers are absent in the school. Big trees have grown up on its premises. There is no drinking water facility and no toilet. Cattle fodder is kept in the classroom.”

    बच्चे की सच्ची पत्रकारिता को दिल से सलाम
    वीडियो झारखंड की है और बच्चे का नाम सरफराज है@MaazAkhter800#JharkhandNews #Viral pic.twitter.com/dsKVdtiRSe
    — Maaz Akhter (@MaazAkhter800) August 4, 2022
    Sarfaraz told that he was threatened by the school staff to refrain from such activities or he will have to face dire consequences.

    “There is no teacher in this school. After I made this video which went viral on social media, school staff came to my residence and threatened us,” said Sarfaraz Khan.

    “One of the teachers Md Tamizuddin came to my home and threatened my parents that they will lodge a complaint against me. I request Chief Minister Hemant Soren to remove him from the school as he is coming to the school only to make their attendance,” said Sarfaraz.

    However, he said that he is not deterred from such threats and will keep exposing such things in future also.

    Sarfraz further added that the condition of the school was not like this in the beginning, but it got deteriorated later due to the negligence of the school staff. 

    “Teachers come here only to make their attendances; since teachers don’t teach here properly, children also don’t come regularly,” he said.

    Interestingly, after the video went viral on social media, the school building has been cleaned and the District Education Officer Rajni Devi recommended the suspension of two school teachers posted there.

    School Education and Literacy Minister also called up the child reporter and asked whether he should suspend the teacher, to which Sarfaraz replied, “Yes, that would be fine.”

    “Sarfaraz wants to become a journalist when he grows up but teachers in his school did not like it and suggested him to refrain from such activities. When I was informed about it, I directed the District Education Officer to relieve both the assistant teachers — Md Tamizuddin and Md Rafique– from duty,” tweeted Education Minister Jagarnath Mahto.

  • Science and health courses are in high demand for study abroad: PTE

    Online MI

    What makes Pearson PTE a one stop destination for students planning to go abroad?

    PTE Academic is a computer-based language test that allows students and job seekers to assess their English language skills in a quick, fair, and flexible manner. The test results are typically available within two days. Furthermore, education institutions in Australia, New Zealand, the United States, the United Kingdom, Canada, Ireland, Singapore, Germany, and other countries accept PTE scores. It is also approved for all types of visas in the UK, Australia, and New Zealand.It also helps to prepare for the test which makes it a one stop destination for study abroad aspirants.

    How is Pearson catering to the increasing number of study abroad aspirants in tier-2 and 3 cities?

    States like Punjab, Gujarat and Kerala have maximum number of outbound students while demand for fair and flexible tests amongst study abroad aspirants is rising all across the country. Pearson has been expanding by opening new centres in cities like Bathinda and the company has started working with multiple consultants across the country with its partner portal network having more than 700 agents who engage with aspirants from Tier 2 and 3 towns as well.

    How has Pearson PTE evolved with the ongoing transformation in the education sector?

    Pearson has recently reduced the duration of PTE test by one hour making it just a 2-hour test, whilst the accuracy of the test remains the same. The shorter version is still accepted by the same universities and professional bodies, including more than 3000 academic institutions world-wide, and by the governments of the UK, Australia and New Zealand for visa and immigration purposes. We have also launched PTE Academic Online. The same test as PTE Academic will now be offered as a new online proctored option for people who prefer to take the test remotely. Pearson is continuously working towards wider acceptance of this online version of PTE.  

    What will be the key study abroad trends in 2022?

    With the ease in border restrictions schools announcing vaccine mandates, international students are once again on the move. The pandemic has impacted learners’ preferences for major destinationsand now decisions are based on vaccine policies, travel restrictions, and options for in-person or blended education. The demand for applied / general science and health programs is on the rise which is gaining high demand amongst students as they look to secure a stable career.

    Website: https://in.pearson.com/pte

    Disclaimer: This content is part of a marketing initiative. No TNIE Group journalist is involved in the creation of this content.

  • Group of doctors, academicians calls for immediate resumption of in-person classes in schools 

    By PTI

    NEW DELHI: A group of 56 academicians, doctors and other professionals have written an open letter to chief ministers and union territory administrators requesting them to urgently consider reopening schools and resuming in-person classes.

    In their letter which has also been marked to the Prime Minister’s Office, Union Health Minister Mansukh Mandaviya, Union Education Minister Dharmendra Pradhan and the National Disaster Management Authority Chairperson, the signatories said COVID-19 vaccination of children should not be a prerequisite for reopening schools.

    “A number of governments have not yet reopened schools for all classes because of concerns including students are not vaccinated, schools appear to be ‘super-spreaders’, fear of a third wave and a rise in cases in areas where schools have been opened.

    …There is global evidence to support school opening and governments should urgently consider opening schools and resuming in-person classes,” the letter reads.

    India is among only four to five countries across the world where schools have been closed for such a long time (one-and-half years), it said.

    “There is an urgent need to bring children back to school. Since younger children are least at risk, we urge you to permit primary schools to open first, in line with ICMR (Indian Council of Medical Research) recommendations, and then higher classes.

    We look forward to leaders across political parties coming together for the sake of our children,” the letter stated.

    The signatories said vaccination is not a prerequisite for reopening schools, stating the purpose of vaccination is to prevent severe illness and death and children are at relatively low risk of severe or fatal COVID-19.

    “Therefore, the benefit of vaccinating children is limited, as they have a low rate of moderate to severe disease and mortality is already low,” the letter said.

    The letter further highlighted the need for recognising the scale of costs of school closure.

    It said the issue of school reopening is played up as a “life vs education” issue which is a flawed perspective.

    “It is well known that lack of education for students, particularly girls, affects the health and livelihood of the next generation too. These are extreme costs. Governments and task forces must strike a balance of risks, and such balance is overwhelmingly in favour of opening schools,” the letter said.

    The signatories include epidemiologist Chandrakant Lahariya, Indian Association of Preventive and Social Medicine national president and Lancet Commission COVID-19 India Task Force member Suneela Garg, former president of the Indian Academy of Pediatrics Naveen Thacker, and Teach For India CEO Shaheen Mistri.