NEP to revolutionize the educational sector in India

 Union Minister of Education Shri Dharmendra Pradhan conferred AICTE- Visvesvaraya Best Teacher Award to 17 faculty members in Engineering and Technology whereas 3 faculty members were awarded the AICTE-Dr. Pritam Singh Best Teacher Award in Management Education. He also conferred Chhatra Vishwakarma Award Clean and Smart Campus Award, 2020 to the winners today.

 

Minister of State for Education, Dr. Rajkumar Ranjan Singh also graced the occasion. Secretary, Higher Education Shri Amit Khare; Chairman, AICTE, Prof. Anil D Sahasrabudhe, Vice Chairman, AICTE, Prof. MP Poonia and Member Secretary, AICTE Prof. Rajive Kumar also complimented the awardees during the event and highlighted the importance of teachers in nation building.

Speaking on the occasion, Union Minister said that as we complete 75 Years of Independence, the citizens finally have the will to shape India. He stated that the new National Education Policy is expected to revolutionize the educational sector in India and lay the path for the next 25 years as per the Vision 2047 of Prime Minister Shri Narendra Modi. He stressed that the education has to make each one of us more responsible and become Global Citizen. The Minister congratulated AICTE for instituting these 4 awards. Apart from recognizing the efforts of the Teachers, these awards have also brought the spark for innovation, he said.

Shri Pradhan said that the aim of AICTE Visvesvaraya awards is to honour meritorious faculties and encourage them to update themselves to the ever changing needs of higher education at global level and thereby becoming an effective contributor to the knowledge society. Dr. Pritam Singh Best Teacher Award introduced this year only and is conferred on the faculty members for demonstrating teaching excellence and institutional leadership in management education, he added.

Shri Pradhan highlighted that Chhatra Vishwakarma Award provides a platform for our students to look at the societal challenges, with an aim to provide innovative and low-cost solutions. This year again, the council announced the Chhatra Vishwakarma Award 2020, with the theme of “INDIA’S ECONOMIC RECOVERY POST COVID: Reverse migration and rehabilitation plan to support “Atmanirbhar Bharat”. The Minister informed that 24 teams of students who developed very useful and creative solutions for various socio-economic issues have been awarded. The zeal, enthusiasm, innovativeness and hard work of these students will make India a focal point to generate innovative ideas in the near future, he added.

The Minister interacted with all the awardees and appreciated their contribution to the society. While visiting the displayed projects of students, he admired the innovativeness and efforts of winning teams of Chhatra Vishwakarma Award and expressed confidence in India’s bright future. 

Minister of State for Education, Dr. Rajkumar Ranjan Singh motivated the students & all other stakeholders. He encouraged them to enhance their respective activities so that tangible social outcomes are achieved.

Clean and Smart Campus Award, 2020 has also been conferred to selected technical institutes. The award aims to seek engagement with all stakeholders, primarily the student community, to draw their attention towards the immense scope and potential that the technology offers on abstract objectives such as cleanliness, sustainability and environment etc. in line with Swachh Bharat Abhiyan. Winning institutions have displayed great concern and commitment for the environment. All institutions must align their activities with sustainable, clean, and green environmental Policy.

A good teacher is a personality-builder, a society-builder, and a nation-builder

 The primary responsibility of combining the inherent talents of the students lies with the teachers; a good teacher is a personality-builder, a society-builder, and a nation-builder, said the President of India, Shri Ram Nath Kovind.  He was speaking at a virtual award ceremony today (September 5, 2021) on the occasion of Teachers’ Day wherein 44 teachers from across the country were honoured with the National Awards.

 

Union Minister for Education, Shri Dharmendra Pradhan and Minister of State for Education, Shri Subhas Sarkar;  MoS, Shri RajKumar Ranjan Singh and Smt Annapurna Devi also graced the occasion. Smt. Anita Karwal, Secretary, Department of School Education and Literacy and Shri Amit Khare, Secretary, Department of Higher Education and other senior officials were present on the occasion.

 

 

The President congratulated all the teachers who received the award for their distinguished contributions. He said that such teachers strengthen his belief that the future generation is safe in the hands of our well-qualified teachers. He said that teachers have a very important place in everyone’s life. People remember their teachers life-long. Teachers who nurture their students with affection and devotion always get respect from their students.

 

The President urged teachers to inspire and enable their students to envision a golden future and acquire aptitude to fulfill their aspirations. He said that it is the duty of teachers to inculcate interest in studies in their students. Sensitive teachers can shape the future of students by their behaviour, conduct and teaching. He said that they should pay special attention to the fact that each student has different abilities, talents, psychology, social background and environment. Therefore, emphasis should be laid on all-round development of each child according to their special needs, interests and abilities.

 

The President said that the National Education Policy, implemented last year, has set an ambitious objective of establishing India as a global knowledge super-power. We have to provide such education to the students which would be helpful in building a just society based on knowledge. Our education system should be such that students develop commitment to the constitutional values ​​and fundamental duties, strengthen patriotic feeling, and make them aware of their role in the changing global scenario.

 

The President noted that the Union Ministry of Education has taken some important steps to enable teachers. The Ministry has started integrated teachers’ training programme called ‘Nishtha’ under which efforts are being made for ‘Online Capacity Building’ for teachers. Apart from this, ‘Pragyata’ i.e. guidelines on digital education which were issued last year, is also a commendable step with a view to maintain the pace of education even during the crisis of Covid pandemic. He commended the entire team of Union Ministry of Education for finding new avenues even in difficult circumstances.

 

Speaking on the occasion, Shri Pradhan said that the role that a teacher plays is crucial for the robust development of a nation. They are instrumental in shaping the minds of our new generation, he added. Shri Pradhan thanked all the teachers who are working tirelessly to shape the destiny of a 21st-century India. 

 

The Minister congratuled all the 44 teachers from 28 states/UTs who have done exemplary work and been conferred with the National Awards. He also remembered Padma Shri Late Shri Prakash Rao of Odisha and countless others like him who have empowered children through education. 

 

Shri Pradhan said that he feels privileged to join the ceremony to recognise the, efforts of the best teachers in India. They have played a key role in ensuring continuity of education during Covid – 19, he added.

 

MoS, Education, Smt Annpurna Devi gave the Vote of Thanks.

*****

The Right Kind of Freedom

English Version | Fashion for Freedom | Vogue.pt

 As Maya Angelou rightfully says, “Each time a woman stands up for herself, without knowing it possibly, without calming it, she stands up for all women.” Everyone must be wondering why I choose to write articles that mainly revolve around equality, freedom for women most of the time. The reason is that we are moving so rapidly in the world and yet slow when it comes to feminism, equality, and freedom for women. I believe by writing some articles I have at least some kind of contribution towards speeding up this process that needs to change for a better future. This is not just for women but for society and the world as well.

Today the topic that I am going to talk about is something that every woman, a girl goes through daily. It is about how women are supposed to dress. It is very sad and disheartening when I realize that I have gone through similar instances myself and while writing about this topic, I have a flashback of several instances. It is time we realize that the only person who can decide what to wear is by the individual and nobody else. Let me ask all the readers out there a question. How many times have you seen or even had an experience of family members or relatives or friends or anybody else questioning the attire you are wearing? It is sad and disheartening how women or girls do not have complete control over their attires and clothing while under several circumstances men and boys have all the control over their attires and clothing.

Another thing that I have come across is that men or boys of any class, race, religion, and economic hierarchy can wear whatever they feel comfortable. One of the most common examples that I can give is shorts. However, that is not the case with dressing sense with women or girls. There are certain rules regulations that they need to follow while choosing to wear what they want. I am not specifying any one religion, caste, race, or ethnicity. It is seen everywhere. While women and girls are dressing up so many external factors that play a role and often whatever they choose to wear has to pass through these factors. One of the biggest reasons for this gender clothing discrimination is patriarchy. It seems to root itself in every single aspect. Unfortunately, patriarchy and the rules and regulation of women’s dressing sense seeps in not just men but also women. It has come to a pathetic state where the way one treats a woman is according to how they dress.

The fault does not lie just with the common people but also with the way movies, series, etc represent women according to the way they dress. To show a shy, timid, and introverted woman or girl they dress in ethnic wear, or with glasses, hair tied into a braid, etc. While to show a so-called “out of control” woman or girl they wear shorts, dark color clothes, hair left open, etc. The basis for ideal and non-ideal dressing for women is about in this way to the society, which needs to change. Over the years, we have had politicians and other famous people make the horrendous connection of rape to women’s dressing sense. It is a frightening reality of today’s world. Even if it is burning hot summer and men roam around with a sleeveless shirt and shorts, women still cannot do that. The reason is not because of choice but because they would have to deal with snarky comments, catcalling, etc. I am not saying this will happen to everybody but I can say that a majority of females will have to face this. Labeling of women happens even today according to the way they choose to dress and it is not surprising. Let any woman or girl dress the way they want whether it be jeans, pants, tops, kurta, or sari, the society still manages to give them a name and a label.

Is hate speech legal? - FIRE

In the millennial world of social media where people are trying to bring about some change and create awareness about how it is time for women and girls to dress according to their ideas and perspectives without keeping any factor in mind. However, often even these people face backlash, mean comments, rape, and death threats by people who do not even know them. The idea of culture and tradition is always brought up while making such horrible comments. Limiting women’s choice of dressing in the name of culture, tradition, and even upbringing is visible even today, which is sad and painful.

Under several circumstances, I have seen people justify this behavior saying things like ‘we stop or object women from dressing the way they want for their safety and protection.’ To everyone who says this, I would like to ask shouldn’t the safety and protection of women and girls be a priority regardless of what kind of dress they choose to wear. The other thing that we fail to recognize is that the idea of protecting and safe keeping that is done by the society is towards something that comes by the society. Society, community, government, every single person is responsible for the emergence of these evils in the society that threatens and plays a role in the way women and girls choose dress. It is high time we stop blaming women’s attires and rather hold the problems into account and find solutions to bring about a better change in the society rather than making it a normal thing.

It is high time women get their freedom and equal opportunities to dress according to their wish and will they choose to without any restrictions or barriers. Women and girls should be able to dress the way they want at any time, place, or event and should not face any negativity because of that. This is not something that needs to be asked for rather that should be naturally present as it is for men and boys. This article today revolves more about the freedom of women’s dressing choice than men though men also suffer the same kind of problem under several circumstances is because the percentage of women and girls going through this still a higher number than men and boys. This does not mean men do not deserve their freedom or equality to dress but it sure means that the press and requirements for women are needed at a faster rate.

To conclude, with just a single line that I read and says, “All women and girls should be respected regardless of their clothing.”

References

  1. Google searches for images and quotes.

The Stream of Judgment

Streams After 10th - Arts (Humanities), Commerce & Science

Before I start with the topic of this article, I would like to quote a great man’s wise words where he says, “Education is the most powerful weapon which you use to change the world.” The great man is none other than Nelson Mandela. I would like to ask all the Indian readers specifically out there. How many times have you come across criticism and comments about choosing the arts and humanities stream? I do know a lot of people would have because I too have seen and come across criticism, comments, statements, judgments for choosing the arts and humanities stream and not science, medical, engineering, or commerce stream like people around me.

Importance of the Stream of Arts and Humanities

Though we all know that all streams of education are important for society, community, and the world we still seem to be shunning and showing negativity to the stream of arts and humanities. Not many people realize this but, the stream of arts and humanities is so very important in human society and its well-being but people still seem to show negativity towards it due to prejudice and assumptions. I also have to put it here that people who graduated from the stream of arts and humanities and took the role of psychologist, journalist, dancer, painter, comedian, or any other job with this stream played an equally important role like doctors, biologists, engineers, and investors during the tough and gruesome time of the pandemic. That is something we should not forget. This stands as proof of how equally important the stream of arts and humanities is in the world.

The stream of arts and humanities has equal importance like any other stream or sometimes even more in other countries. However, in India that is not the case at least, this is what I feel. I will also agree when people say that things are slowly changing and people have become more accepting with the stream of arts and humanities. This has been possible because the younger generations are standing for their choices, breaking the stereotype, creating more awareness, breaking the chain of choosing to engineer, medical or science stream like everyone else in the family and so much more. This has been possible not just because of a certain age group but also because of the collective work of the community, society, government, and people of the country. Nevertheless, this is not enough. There is still a lot that needs to be done so that all streams are considered equal in the eyes of the people.

Let me tell all the readers out there something very important that we need to remember before we make critical statements and judgments about the stream of art and humanities. Our daily lives would be incomplete even till today had there not been people taking the stream of arts and humanities. Let me explain. We would not have content in the newspaper if people had not chosen to become news reporters, journalists, editors, or even for those matter writers. Yes, with the use of science and technology, people invented the machines that print newspapers but then what is the point of that invention if there are no people who have taken arts and humanities stream and decided to become a part of writing and bringing the news to people. We all enjoy and entertain ourselves with movies, TV shows, OTT series, and so much more these days. However what we fail to understand is that without people choosing the stream of arts and humanities there would not be actors, cinematographers, content writers, makeup artists, costume designers, production houses, etc. psychologists, therapists, etc play such a massive role during the pandemic and in our daily lives. If these people would not have chosen the stream of arts and humanities and pursued psychology then our mental health would have a negative impact on our physical and emotional health.

I can go on and on for a long time by giving basic and daily life examples about the importance of the stream of arts and humanities. It is high time now that we stop giving our judgment and criticism about the people who have chosen this stream and this stream in general.

Petition · Put a stop to all negative views , bias and criticisms against  the Humanities/Arts Stream. · Change.org

Is the Stream of Arts and Humanities easier than other streams?

Let me ask all the readers out there, how many times have people around you, ask the question “Did you choose arts because science was tough?” or questions like ‘Did you choose arts because you don’t like it or you are weak in math?” or something like “Did you score less in your board exams and that is why you took arts?” I for sure came across all this. I still do under so many different circumstances. The prejudiced idea that arts are something very easy and people who study this do not have to work hard is one of the biggest reasons for these kinds of questions.

However, what people fail to understand is that there is nothing easy about arts. If you ask me, it is tougher than the other streams. Let me tell you why. The reason is that in other streams there are definite notes, definitions, diagrams, tables, etc. Yes, some streams of arts and humanities have these too, for example, psychology. However, there are still many more subjects under this stream that do not have these definite things. Students who study the course of arts and humanities have to do their research, go through different sites and read about different things for their answers, should know the information of the past, present and sometimes even the future to be able to write their answers. These are just some of the things I mention that arts and humanities students do most of the time. There is so much more.

I have even met people who say “Arts is so easy and you still do not score well why?” This statement comes not just from outside people but sometimes even from our parents. This is because of the belief that arts and humanities are easy. Nevertheless, the stream of arts and humanities is over the years has become more complex with the rapid growth and changes in society and the world. The other thing, which many people are not aware of, is that students cannot get the complete marks for their answers even if their answers have everything that needs to be there. This is something that is often omitted and not taken into consideration by people who are not part of the arts and humanities stream. Just because answers do not get full marks, does not mean some people score above 95% and just because some people do does not mean everyone can.

The stream of arts and humanities is so important in society. Students who study through this course are aware not just of the information that is there in their syllabus but also so much more than that. This includes everything that is happening in society and the world. I can go on and on about the benefits of the stream of arts and humanities stream. The reason I chose this topic for my article is that it is high time that this stream is not judged and rather accepted with an open mind and heart.

 To conclude, with a quote by Michelle Obama where says, “The arts and humanities define who we are as people. That is their power to remind us of what we each have to offer, and what we all have in common. To help us understand our history and imagine our future. To give us hope in the moments of struggle and to bring us together when nothing else will.”

References

  1. Google searches for images and quotes.

The Chosen Family

Family vs. Friends: Comparing Key Relationships | LoveToKnow

 I was going through my phone and, I read these meaningful and deep lines that say, “A Friend is someone who accepts who you are, but also helps you become who you should be.” By this, everyone knows what my article is going to be about today. Yes, today the article is all going to be about friendship. Let me ask all the readers out there.

 How many times have we told out of anger, dismay, or sadness that we can stay alone and we do not need any friends? I am sure we all have said that at some point of time in our lives. Nevertheless, this entirely cannot be true. We human beings are social animals and therefore, we cannot be alone for long. We constantly need people around us even if we say otherwise. It is not necessary that we need to find our friends with human beings themselves. It can even be animals, plants anything that helps us have a strong bond and connection

Our progress and development over the years have always been about bringing people together, keeping them connected, meeting new people and so much more about just making things for humanity. Friendship is such an important thing in everyone’s life. Friendship plays such an important role in our lives. The reason I say that friendship is a chosen family is that it is you who decide with whom you want to spend your time. We tend to spend many hours outside our houses. Hence, what kind of friends we have plays a very important role in how things pan out for us. Yes, this might sound very cliché but it is very true. Friends tend to influence your actions, behaviors, thoughts and so much more. Sometimes we can see it but most of the time this happens unconsciously. When I say that one needs to see whether they are good people or not I do not mean it through their religion, looks, ethnicity, color, etc that one sees to judge a person. By right people, I mean through their thinking, actions, behavior, and goodness in their heart. These are true judges of the characters of a person.

There is another thing that one needs to keep in mind concerning friendship. Even if the friendship ends, people should not have any negative feelings about it. They should not speak badly about those people or have a sense of revenge. Rather I would suggest that they could cherish the good memories and move ahead positively about it. Friendship is a balance. If one takes it for granted then it is bad but if one takes it so seriously that it negatively affects them then that is also bad. This article is not to lecture anybody about their friendships rather just different perspectives, ideas, and thoughts that are present in the world.

Happy Friendship Day 2021: Wishes, Messages, Quotes, Images, Pictures and  Greeting Cards | The Times of India

Is there a right type of friendship?

Often there is confusion about whether there is a right type of friendship or not. According to me, it is both yes and no. Let me explain the answer. Yes, there is a certain type of friendship. A friendship is something that helps people in it grow and move forward and in the right manner. If only one person is moving forward and the other one is facing the negative impact of being in that friendship then it is clear that it is not the right type of friendship. Again, this might sound very cliché but friends are often those people outside your family that help you grow and become better individuals in society.

 Friendship is one of those relations where people do not judge you for your actions and at the same time if your judgment is wrong then they guide you show you a new path. Friendship is so precious because this relation helps you have your individuality and at the same time bring about the right changes in each other’s lives. The right type of friendship is when there is a positive impact on everyone’s life that is a part of the friendship. The decision of the rightness of a friendship should not be a decision made by someone outside the friendship. These are decisions that one has to make take on their own after seeing all the factors that play a role in their lives. Another thing, which makes any friendship right, is when mistakes are made by anyone in those relations they apologize and make sure that these do not happen again. If the idea of personal ego exists in a friendship negatively between anyone and that friendship is not right for anyone. There is nothing wrong with apologizing when you make a mistake, especially in a friendship.

When I say no there is no there is nothing like the right type of friendship I mean in the things that go about in the friendship. There is no certain type of friendship. People in a friendship do not necessarily have to talk every day to be under the category of friendship. People can talk once in a blue moon and still have the same feelings and connections in their friendship. People do not have to meet every day or see day to be in a friendship. When there can be long-distance relationships they why cannot there be long-distance friendships. People do not need to have alike thoughts, ideas, or perspectives to be friends and share a good relation. There are so many more things that society has set labels for good or strong friendship that do not necessarily have to be true. Though in friendship certain needs to be in mind and should follow however, there is no rulebook for friendship.

Yes, some friendships last for years together and some friendships last only a few years, weeks, or months and that is completely okay and natural. It is high time that we understand and normalize growing out of the friendship. It is completely okay to have two friends, as it is completely okay to have ten friends in your friendship circle. Friendship has and does not have limitations and boundaries. Some are crossable and some are not crossable. The decision is all of the individuals.

To conclude, with a beautiful quote by Invajy where he says, “A friend is someone who understands your past, believes in your future, and accepts you just the way you are.”

References

  1. Google searches for images and quotes.

Feminist Literary Critisim

Feminist literary criticism is literary criticism informed by feminist theory, or more broadly, by the politics of feminism. It uses the principles and ideology of feminism to critique the language of literature.

This school of thought seeks to analyze and describe the ways in which literature portrays the narrative of male domination by exploring the economic, social, political, and psychological forces embedded within literature.This way of thinking and criticizing works can be said to have changed the way literary texts are viewed and studied, as well as changing and expanding the canon of what is commonly taught. It is used a lot in Greek myths.

Traditionally, feminist literary criticism has sought to examine old texts within literary canon through a new lens. Specific goals of feminist criticism include both the development and discovery of female tradition of writing, and rediscovering of old texts, while also interpreting symbolism of women’s writing so that it will not be lost or ignored by the male point of view and resisting sexism inherent in the majority of mainstream literature. These goals, along with the intent to analyze women writers and their writings from a female perspective, and increase awareness of the sexual politics of language and style were developed by Lisa Tuttle in the 1980s, and have since been adopted by a majority of feminist critics.

The history of feminist literary criticism is extensive, from classic works of nineteenth-century female authors such as George Eliot and Margaret Fuller to cutting-edge theoretical work in women’s studies and gender studies by “third-wave” authors. Before the 1970s—in the first and second waves of feminism—feminist literary criticism was concerned with women’s authorship and the representation of women’s condition within the literature; in particular the depiction of fictional female characters. In addition, feminist literary criticism is concerned with the exclusion of women from the literary canon, with theorists such as Lois Tyson suggesting that this is because the views of women authors are often not considered to be universal.

Additionally, feminist criticism has been closely associated with the birth and growth of queer studies. Modern feminist literary theory seeks to understand both the literary portrayals and representation of both women and people in the queer community, expanding the role of a variety of identities and analysis within feminist literary criticism.

Feminist scholarship has developed a variety of ways to unpack literature in order to understand its essence through a feminist lens. Scholars under the camp known as Feminine Critique sought to divorce literary analysis away from abstract diction-based arguments and instead tailored their criticism to more “grounded” pieces of literature (plot, characters, etc.) and recognize the perceived implicit misogyny of the structure of the story itself. Others schools of thought such as gynocriticism—which is considered a ‘female’ perspective on women’s writings—uses a historicist approach to literature by exposing exemplary female scholarship in literature and the ways in which their relation to gender structure relayed in their portrayal of both fiction and reality in their texts. Gynocriticism was introduced during the time of second wave feminism. Elaine Showalter suggests that feminist critique is an “ideological, righteous, angry, and admonitory search for the sins and errors of the past,” and says gynocriticism enlists “the grace of imagination in a disinterested search for the essential difference of women’s writing.”

More contemporary scholars attempt to understand the intersecting points of femininity and complicate our common assumptions about gender politics by accessing different categories of identity (race, class, sexual orientation, etc.) The ultimate goal of any of these tools is to uncover and expose patriarchal underlying tensions within novels and interrogate the ways in which our basic literary assumptions about such novels are contingent on female subordination. In this way, the accessibility of literature broadens to a far more inclusive and holistic population. Moreover, works that historically received little or no attention, given the historical constraints around female authorship in some cultures, are able to be heard in their original form and unabridged. This makes a broader collection of literature for all readers insofar as all great works of literature are given exposure without bias towards a gender influenced system.

Women have also begun to employ anti-patriarchal themes to protest the historical censorship of literature written by women. The rise of decadent feminist literature in the 1990s was meant to directly challenge the sexual politics of the patriarchy. By employing a wide range of female sexual exploration and lesbian and queer identities by those like Rita Felski and Judith Bennet, women were able attract more attention about feminist topics in literature.

Since the development of more complex conceptions of gender and subjectivity and third-wave feminism, feminist literary criticism has taken a variety of new routes, namely in the tradition of the Frankfurt School‘s critical theory, which analyzes how the dominant ideology of a subject influences societal understanding. It has also considered gender in the terms of Freudian and Lacanian psychoanalysis, as part of the deconstruction of existing relations of power, and as a concrete political investment. The more traditionally central feminist concern with the representation and politics of women’s lives has continued to play an active role in criticism. More specifically, modern feminist criticism deals with those issues related to the perceived intentional and unintentional patriarchal programming within key aspects of society including education, politics and the work force.

When looking at literature, modern feminist literary critics also seek ask how feminist, literary, and critical the critique practices are, with scholars such as Susan Lanser looking to improve both literature analysis and the analyzer’s own practices to be more diverse.

Structuralism

The advent of critical theory in the post-war period, which comprised various complex disciplines like linguistics, literary criticism, Psychoanalytic Criticism, Structuralism, Postcolonialism etc., proved hostile to the liberal consensus which reigned the realm of criticism between the 1930s and `50s. Among these overarching discourses, the most controversial were the two intellectual movements, Structuralism and Poststructuralism originated in France in the 1950s and the impact of which created a crisis in English studies in the late 1970s and early 1980s. Language and philosophy are the major concerns of these two approaches, rather than history or author.

Structuralism which emerged as a trend in the 1950s challenged New Criticism and rejected Sartre‘s existentialism and its notion of radical human freedom; it focused instead how human behaviour is determined by cultural, social and psychological structures. It tended to offer a single unified approach to human life that would embrace all disciplines. Roland Barthes and Jacques Derrida explored the possibilities of applying structuralist principles to literature. Jacques Lacan studied psychology in the light of structuralism, blending Freud and Saussure. Michel Foucault‘s The Order of Things examined the history of science to study the structures of epistemology (though he later denied affiliation with the structuralist movement). Louis Althusser combined Marxism and Structuralism to create his own brand of social analysis.

Structuralism, in a broader sense, is a way of perceiving the world in terms of structures. First seen in the work of the anthropologist Claude Levi-Strauss and the literary critic Roland Barthes, the essence of Structuralism is the belief that “things cannot be understood in isolation, they have to be seen in the context of larger structures they are part of”, The contexts of larger structures do not exist by themselves, but are formed by our way of perceiving the world. In structuralist criticism, consequently, there is a constant movement away from the interpretation of the individual literary work towards understanding the larger structures which contain them. For example, the structuralist analysis of Donne‘s poem Good Morrow demands more focus on the relevant genre (alba or dawn song), the concept of courtly love, etc., rather than on the close reading of the formal elements of the text.

With its penchant for scientific categorization, Structuralism suggests the interrelationship between “units” (surface phenomena) and “rules” (the ways in which units can be put together). In language, units are words and rules are the forms of grammar which order words.

Structuralists believe that the underlying structures which organize rules and units into meaningful systems are generated by the human mind itself and not by sense perception. Structuralism tries to reduce the complexity of human experiences to certain underlying structures which are universal, an idea which has its roots in the classicists like Aristotle who identified simple structures as forming the basis of life. A structure can be defined as any conceptual system that has three properties: “wholeness” (the system should function as a whole), “transformation” (system should not be static), and “self-regulation (the basic structure should not be changed).

Structuralism in its inchoate form can be found in the theories of the early twentieth century Swiss linguist, Ferdinand de Saussure (Course in General Linguistics, 1916), who moved away from the then prevalent historical and philological study of language (diachronic) to the study of the structures, patterns and functions of language at a particular time (synchronic). Saussure’s idea of the linguistic sign is a seminal concept in all structuralist and poststructuralist discourses. According to him, language is not a naming process by which things get associated with a word or name. The linguistic sign is made of the union of “signifier” (sound image, or “psychological imprint of sound”) and “signified” (concept). In this triadic view, words are “unmotivated signs,” as there is no inherent connection between a name (signifier) and what it designates .

The painting This is Not a Pipe by the Belgian Surrealist artist Rene Magritte explicates the treachery of signs and can be considered a founding stone of Structuralism. Foucault‘s book with the same title comments on the painting and stresses the incompatibility of visual representation and reality.

Saussure’s theory of language emphasizes that meanings are arbitrary and relational (illustrated by the reference to 8.25 Geneva to Paris Express in Course in General Linguistics; the paradigmatic chain hovel-shed-hut-house-mansion-palace, where the meaning of each is dependent upon its position in the chain; and the dyads male-female, day-night etc. where each unit can be defined only in terms of its opposite). Saussurean theory establishes that human being or reality is not central; it is language that constitutes the world. Saussure employed a number of binary oppositions in his lectures, an important one being speech/writing. Saussure gives primacy to speech, as it guarantees subjectivity and presence, whereas writing, he asserted, denotes absence, of the speaker as well as the signified. Derrida critiqued this as phonocentrism that unduly privileges presence over absence, which led him to question the validity of all centres.

Saussure’s use of the terms Langue (language as a system) and Parole an individual. utterance in that language, which is inferior to Langue) gave structuralists a way of thinking about the larger structures which were relevant to literature. Structuralist narratology, a form of Structuralism espoused by Vladimir Propp, Tzvetan Todorov, Roland Barthes and Gerard Genette illustrates how a story’s meaning develops from its overall structure, (langue) rather than from each individual story’s isolated theme (parole). To ascertain a text’s meaning, narratologists emphasize grammatical elements such as verb tenses and the relationships and configurations of figures of speech within the story. This demonstrates the structuralist shift from authorial intention to broader impersonal Iinguistic structures in which the author’s text (a term preferred over “work”) participates.

Structuralist critics analyse literature on the explicit model of structuralist linguistics. In their analysis they use the linguistic theory of Saussure as well as the semiotic theory developed by Saussure and the American philosopher Charles Sanders Peirce. According to the semiotic theory, language must be studied in itself, and Saussure suggests that the study of language must be situated within the larger province of Semiology, the science of signs.

Semiology understands that a word’s meaning derives entirely from its difference from other words in the sign system of language (eg: rain not brain or sprain or rail or roam or reign). All signs are cultural constructs that have taken on their meaning through repeated, learned, collective use. The process of communication is an unending chain of sign production which Peirce dubbed “unlimited semiosis”. The distinctions of symbolic, iconic and indexical signs, introduced by the literary theorist Charles Sande  Peirce is also a significant idea in Semiology. The other major concepts associated with semiotics are “denotation” (first order signification) and “connotation” (second order signification).

Structuralism was anticipated by the Myth Criticism of Northrop Frye, Richard Chase, Leslie Fiedler, Daniel Hoffman, Philip Wheelwright and others which drew upon anthropological and physiological bases of myths, rituals and folk tales to restore spiritual content to the alienated fragmented world ruled by scientism, empiricism and technology. Myth criticism sees literature as a system based or recurrent patterns.

The French social anthropologist Claude Levi-Strauss applied the structuralist outlook to cultural phenomena like mythology, kinship relations and food preparation. He applied the principles of langue and parole in his search for the fundamental mental structures of the human mind. Myths seem fantastic and arbitrary yet myths from different cultures are similar. Hence he concluded there must be universal laws that govern myths (and all human thought). Myths consist of 1) elements that oppose or contradict each other and 2) other elements that “mediate” or resolve those oppositions (such as trickster / Raven/ Coyote, uniting herbivores and carnivores). He breaks myths into smallest meaningful units called mythemes. According to Levi-Strauss, every culture can be understood, in terms of the binary oppositions like high/low, inside/outside, life/death etc., an idea which he drew from the philosophy of Hegel who explains that in every situation there are two opposing things and their resolution, which he called “thesis, antithesis and synthesis”. Levi-Strauss showed how opposing ideas would fight and also be resolved in the rules of marriage, in mythology, and in ritual.

In interpreting the Oedipus myth he placed the individual story of Oedipus within the context of the whole cycle of tales connected with the city of Thebes. He then identifies repeated motifs and contrasts, which he used as the basis of his interpretation. In this method, the story and the cycle part are reconstituted in terms of binary oppositions like animal/ human, relation/stranger, husband/son and so on.

Concrete details from the story are seen in the context of a larger structure and the larger structure is then seen as an overall network of basic dyadic pairs which have obvious symbolic, thematic and archetypal resonance. This is the typical structuralist process of moving from the particular to the general placing the individual work within a wider structural content.

A very complex binary opposition introduced by Levi-Strauss is that of bricoleur (savage mind) and an engineer (true craft man with a scientific mind). According to him, mythology functions more like a bricoleur, whereas modern western science works more like an engineer (the status of modem science is ambivalent in his writings). In Levi-Strauss’s concept of bricolage, what is important is that the signs already in existence are used for purposes that they were not originally meant for. When a faucet breaks, the bricoleur stops the leak using a cloth, which is not actually meant for it. On the other hand the engineer foresees the eventuality and he would have either a spare faucet or all the spanners and bolts necessary to repair the tap.

Derrida, the poststructuralist, opposes Levi-Strauss‘s concept of bricolage in his Structure, Sign and Play, saying that the opposition of bricolage to engineering is far more troublesome that Levi-Strauss admits and also the control of theory and method, which Levi-Strauss attributes to the engineer would seem a very strange attribution for a structuralist to make.

In Mythologies he examines modern France from the standpoint of a cultural theorist. It is an ideological critique of products of mass bourgeois culture, like soaps, advertisements, images of Rome etc., which are explained using the concept of ‘myth’. According to Barthes, myth is a language, a mode of signification. He reiterates Saussure’s view that semiology comprises three terms: signifier, signified and sign, in which sign is a relation between the signifier and signified. The structure of myth repeats this tri-dimensional pattern. Myth is a second order signifying system illustrated by the image of the young Negro in a French uniform saluting the french flag, published as the cover page of the Parisian magazine, Paris Match, which reveals the myth of French imperialism at the connotative level.

The complexity and heterogeneity of structuralism, which is reflected even in the architecture of this period (eg., structuralist artefacts like Berlin Holocaust Memorial, Bank of China Tower, etc) paved the way to poststructuralism which attacked the essentialist premises of structuralism. Poststructuralism argues that in the very examination of underlying structures, a series of biases are involved. Structuralism has often been criticized for being ahistorical and for favouring deterministic structural forces over the ability of people to act. As the political turbulence of the 1960s and 1970s (especially the student uprising of May 1968) began affecting the academy, issues of power and political struggle moved to the centre of people’s attention. In the 1980s deconstruction and its emphasis on the fundamental ambiguity of language—rather than its crystalline logical structure—became popular, which proved fatal to structuralism.

How BTS Saved Millions of Lives

BTS

In 2013, a group of seven boys, all from different backgrounds, who left behind their friends and family to follow their dream of becoming K-pop artistes, were about to debut. But soon afterwards, their hopes were crushed as the bad press from the media, internal strife and lack of proper finance forced them to almost disband multiple times. But they kept on fighting for their dream, even if that meant living in one cramped dorm room and having to beg people to come to their concerts. These boys had very humble beginnings – one of the members, Yoongi, recently had a surgery to repair a torn shoulder labrum. The tear was related to an injury that occurred in 2012, when the performer was hit by a car during one of his delivery-boy shifts.

Flash forward to years later, that same group of boys from South Korea, Bangtan Sonyeondan (BTS), are now one of the biggest boy bands in the world. Among other outstanding achievements, they have multiple No. 1 albums in the US Billboard Hot 100, 15 Guinness World Records and over 300 awards. BTS are the youngest recipients of South Korea’s Order of Cultural Merit award and the first ever K-pop act to receive a Grammy nomination. They are changing the world and the face of K-pop forever, paving the way for others.

For years, BTS struggled to get their music heard. They were not an overnight success, like some people might believe. But because of their struggles and despite of it, they became worldwide superstars and South Korea’s pride and joy. BTS refuse to be confined within the boundaries of the “K-pop” industry, instead often experimenting with different, versatile styles and musical genres like Hip-Hop, Jazz, EDM, R&B, Latin pop, Ballad, Country and Rock among others. Each of the seven members embody various roles and positions in the group, such as dancer, vocalist, leader, rapper, producer, choreographer, and more.

BTS

BTS’s music transcends language, time and cultural barriers; their raw and relatable lyrics resonates with people, going through different stages of life. The healing power of their music does not discriminate. The majority of their self-written and self-produced songs discuss socio-political issues found in contemporary society such as mental health, toxic-masculinity, women’s empowerment, self-love, capitalism, burn-out and the struggles of growing up among other things. Most of their topics are still taboo in the culturally-conservative Asia and are often brushed away as non-existent.

The Korean music industry is known for their “manufactured” and “engineered” sound, where the artistes themselves have no say in what they are singing about, but instead, have their music written and produced by a group of professionals fit for the industry standards. BTS breaks all those preconceived rules by having a voice in their own music. They have started a new trend for Korean singers to explore more complex and impactful themes.

These motifs are often seen in both their studio albums and individual mixtapes. In their latest album “BE”, which was released on November 20, 2020, BTS shared their experiences and hopes during the pandemic, as they as embrace “Be”-ing in this new reality. The relatable lyrics and catchy beats in titles like “Fly to my Room”, “Dis-ease”, “Stay” and “Telepathy” are contrasted with the raw, emotional ballads like “Blue & Grey” and “Life Goes On”.

This album also features their first ever completely English language song, “Dynamite”. It consoles anyone struggling with their mental health during these times and is a beacon of hope for listeners that everything will be okay and life goes on. To me, this album feels like a warm hug from a loved one on a cold winter morning.

BTS’s fans, known as ARMY (short for Adorable Representative MC for Youth) are a group of passionate and creative individuals, from all walks of life, who stand by BTS and each other through thick and thin. Shehrin Tabassum Odri, a digital marketer and an ARMY since 2018, shared her story of how much of an impact BTS has had in her life. “When I was at my loneliest, having hit rock bottom and losing the will to live, BTS was there for me. It was the day they released their ‘Life Goes On’ music video,” she says. “The song was like a wakeup call. It made me realise how many future opportunities and loved ones I will be losing if I give up now and that I’m not the only one feeling this miserable and lost, the members of BTS have gone through this phase too. If they have found a way to stay hopeful for the future to change and better times to come, maybe I should hold on a bit longer too. BTS gave me the hope to keep living.”

 “In conservative countries like ours, masculinity is associated with tall, bearded men with deep voices,” mentions Sumaiya Islam, a Nuclear Science and Engineering student.  “In a society where men struggle to be vulnerable and be seen as ‘manly’ enough, BTS breaks the gender norms by wearing makeup, jewellery, gender-neutral clothes, and long, colourful hair. They have completely changed my viewpoint on Asian men.”  Sumaiya has been an ARMY since 2018.

Atanu Roy Chowdhury shared that the band makes him feel “seen”. “Mental health is affecting our lives, but people don’t want to talk about it.  BTS is using the universal language of music to tell the world how important mental health is,” he says. “One of my closest friends died by suicide in 2012, and there are times when it still breaks my heart thinking that I will never see her or talk to her again. Songs from BTS albums help to ease the pain.  Having my favourite musicians talk about such issues makes me feel more connected to them.”

By breaking down age-old, ignorant ideas like “men don’t cry” and “only girls can wear makeup”, openly talking about their struggles and sharing their emotions, BTS are showing the world that gender does not have to confine anyone and there should be no one standard of being. Group members Min Yoongi (Suga), Kim Namjoon (RM) and recently, Kim Taehyung (V) and Kim Seokjin (Jin), are known for being open about their struggles with anxiety, depression and burn-out. “I have been called ‘girly’ because I like cooking, cleanliness and keeping my hair long. Even the way I walk has been criticised. Terms like ‘girly’ and ‘gay’ are so easily used as insults, when they should not be,” adds Atanu. “Toxic masculinity is so ingrained in us, and it affects people of all ages. BTS is fighting a difficult fight, and kudos to them for that!” Seeing someone like BTS’ Jungkook be named “Sexiest International Man Alive 2020”, in a sphere usually dominated by white men, can do wonders for brown, Asian men worldwide, giving them an ideal person they can actually relate to.  Another ARMY, Niaz Ahmed, shared that messages from the band to “Love Yourself” (a trilogy of their albums in 2018) resonated with him. “Their music was eye-opening, and helped me to start thinking that being happy with who I am is very important,” he says.

Subyeta Sarwar mentioned how being a part of the BTS fandom in Bangladesh has helped her connect with other ARMYs easily, creating deep bonds and long-lasting friendships. Going to different events such as the BD Korean Festival, hosted by BD K-Family, has helped her socialise and meet fellow ARMYs. Since there is a lack of K-pop concerts in Bangladesh, these events are the closest fans can get to experiencing them.

 For fans who have been with BTS for a couple of years like myself, it feels like we are growing up with them, experiencing the highs and lows of their lives and career alongside them, not as a distant fan, but as a close friend. There is a popular saying in the fandom, “If you are not a fan of BTS now, it’s because you’re not at a point where you need them yet. Just wait, they’ll find you and come to you when you need to be healed, never too early or too late.”

In the pop-dominated culture we live in, BTS have successfully utilised their music platform to spread the message of social inequality and injustice, which the youth often face. By speaking up about these issues, BTS are not only breaking the preconceived societal stereotypes and creating awareness, they are also urging their fans to do the same. To quote the group’s leader, Kim Namjoon (RM), from his UNICEF speech at the United Nations in 2018, “No matter who you are, where you’re from, your skin colour, gender identity: speak yourself.” 

Siblings repaid hawkers ‘Groundnut cost’: An Interesting Case from Andhra Pradesh

This interesting incident has taken place in the state of Andhra Pradesh. We all know many people do not repay even bank loans or loans for various reasons including intentionally. According to the Economic Times, 9 February 2021 (online edition) in India ‘top 100 wilful defaulters owe Rs. 84,632 crore to banks as of March 2020’. Further, the total size of the top 100 wilful defaults rose 5.34 percent in the financial year 2020 from Rs. 80,344 crore as of March 2019, according to the Reserve Bank of India. Even in the case of self-help groups, the huge amount of loan is outstanding. “A loan of over Rs 1.12 lakh crore is outstanding with self-help groups (SHGs) under the Deendayal Antyodaya Yojana-National Rural Livelihoods Mission (DAY-NRLM, which is a Government of India Yojana for the rural Below Poverty Line (BPL) families) as of June 30, 2021, while the loan repayment rate by SHGs to banks is 97.17 percent”, (The Economic Times, 30 July 2021, online edition).
  But here I am presenting an interesting case that portrays honesty and sincerity to repay a small amount of money. Nemani Pranav, now 21 years old, and his younger sister Suchita presently live in the USA and continue their study. In 2010 (that is 11 years ago) they with their father, Mohon went to a Sea beach located at Kakinada district of East Godavari district, Andhra Pradesh. At that time Pranav was only 10 years old and his sister was younger than him. When they were roaming along the Sea beach and enjoying the tides they saw a hawker selling groundnuts. Both the children desired to eat fried groundnuts.  The hawker Ginjalla Pedda Satyaiah sold a few packets of groundnuts. We know in those days the handmade paper bags were used for selling the items. When the children started eating, the father found he forgot to bring the money bag. As a result, no money was with him to pay the hawker. Anyway, Mohan took the address of the hawker  Satyaiah and a photograph in his camera and promised to pay back the money. In the meantime, Mohon passed away and both his son and daughter went to the USA. But they remembered the incident of not paying money to the hawker. So by staying in the USA they contacted a local influential person who was kind enough to find out the address of the hawker in a small village in present Andhra Pradesh. Both brother and sister came from the USA to meet Satyaiah. By this time, Satyaiah also passed away but they handed over Rs. 25, 000 to their family members on 30 December 2021. They felt happy that at least they could repay the money (they paid more money which I assume) to the family for eating the groundnuts. 

I salute to the children for honouring both father and the hawker. Here the proverb is applicable, “Honesty is the best policy”. I believe that is why with their skills they  could pursue their study in the USA.

(Necessary inputs have been collected from Bengali newspaper Anandabazar Patrika,online edition, 5 January 2022)

Conclave of Shikshak Parv

 Prime Minister Shri Narendra Modi addressed the inaugural conclave of Shikshak Parv today via video conferencing. He also launched Indian Sign Language Dictionary (audio and text embedded sign language video for the hearing impaired, in conformity with Universal Design of Learning), Talking Books (audiobooks for the visually impaired), School Quality Assurance and Assessment Framework of CBSE, NISHTHA teachers’ training programme for NIPUN Bharat and Vidyanjali portal (for facilitating education volunteers/ donors/ CSR contributors for school development). The conclave was attended by Shri Dharmendra Pradhan, Union Minister for Education, Smt. Annpurna Devi, Minister of State for Education, Dr. Subhas Sarkar, Minister of State for Education, Dr. Rajkumar Ranjan Singh, Minister of State for Education and senior officials of the Ministry of Education.

Addressing the gathering, the Prime Minister congratulated the teachers who have received the National Award. He commended the contribution the teachers have made for the future of students in the country in difficult times. He said that today, on the occasion of Shikshak Parv, many new schemes have been started which are also important because the country is currently celebrating the Azadi ka Amrit Mahotsav. Taking new resolutions for how India will be after 100 years of independence. The Prime Minister praised students, teachers and the entire academic community for rising up to the challenge of pandemic and asked them to take forward the capabilities developed to deal with that difficult time. “If we are in the midst of a transformation period, fortunately, we also have modern and futuristic new National Education Policy”, he said.

The Prime Minister praised the contribution of academicians, experts, teachers, at every level of the formulation of the National Education Policy and its implementation. He urged everyone to take this participation to a new level and also to involve society in it. These transformations in the education sector are not just policy-based but also participation -based, he added.

The Prime Minister said ‘Vidyanjali 2.0’ is like a platform for the country’s resolve of ‘Sabka Prayas’ with ‘Sabka Saath, Sabka Vikas, Sabka Vishwas’. In this society, our private sector has to come forward and contribute to increasing the quality of education in government schools.

The Prime Minister said that in the last few years, public participation is again becoming the national character of India. In the last 6-7 years, due to the power of public participation, many things have been done in India, which were difficult to imagine earlier. When society does something together, then the desired results are assured, he said. The Prime Minister said that everyone, in whichever sphere of life, has a role in shaping the future of the youth. He recalled the stellar performance of our athletes in the recently concluded olympics paralympics. He expressed happiness that athletes have accepted his request that every player visit at least 75 schools during Azadi Ka Amrit mahotsav. This will inspire the students and many talented students will get encouragement to go forward in the field of sports, he said.

The Prime Minister said that for the progress of any country, education should not only be inclusive but should also be equitable. He added that National Digital Architecture i.e. N-DEAR is likely to play a major role in eradicating inequality in education and its modernization. N-DEAR will act as a ‘super-connect’ between various academic activities in the same way as UPI interface revolutionized the banking sector.  The country is making technology like Talking Books and Audiobooks a part of education. He said

School Quality Assessment and Assurance Framework (S.Q.A.A.F), which was operationalized today, would address the deficiency of the absence of a common scientific framework for dimensions like curricula, pedagogy, assessment, infrastructure, inclusive practices and governance process. SQAAF will help in bridging this inequality.

He added that in this rapidly changing era, our teachers also have to learn about new systems and techniques rapidly. He informed that the country is preparing its teachers for these changes through ‘Nishtha’ training programs.

The Prime Minister said Teachers of India not only meet any global standard, but they also have their special capital. This special capital, this special strength is the Indian culture within them. He said our teachers do not consider their work as a mere profession, teaching for them is marked by human empathy, a sacred moral duty. That is why we do not have a mere professional relationship between the teacher and the children, but a family relationship. And this relationship is for life, the Prime Minister added.

Speaking on the occasion Union Minister Shri Dharmendra Pradhan expressed his gratitude to the Prime Minister Shri Narendra Modi for sharing his vision and thoughts on New Education Policy 2020 and on India’s journey towards becoming a world leader in education. The Prime Minister himself launching multiple initiatives in the education sector and his regular interaction with the stakeholders reflect his commitment to foster an education system aligned with the aspirations of a 21st-century India, he added. Shri Pradhan said that the celebration of Shikshak Parv will encourage innovative practices to ensure not only spread of education at all levels but also to improve quality, institutionalise inclusive practices and enhance sustainability in the schools.

The theme of Shikshak Parv has been identified keeping in view three of the five pillars of Azadi Ka Amrit Mahotsav celebrations – Ideas@75, Actions@75 and Achievements@75 and looks at the practitioners of school education like Teachers, Principals, etc. to share their experiences on webinars based on the current year’s theme: “Quality and Sustainable Schools: Learnings from Schools in India”.

The inaugural conclave was followed by a technical session on the current year’s theme: “Quality and Sustainable Schools: Learnings from Schools in India” chaired by Dr. K. Kasturirangan, Chairman, National Education Policy Committee and Prof. J.S. Rajput Former Director, NCERT and other educationists. They shared their experiences during the conclave.

Till 17th September, webinars, discussions, presentations have been scheduled in which the educational practitioners from various schools of the country have been invited to share their experience, learnings and the roadmap ahead. It is noteworthy that teachers and practitioners from even remote schools will be speaking on issues relating quality and innovation in schools. The SCERT and DIETs in respective states will also be deliberating further on each of the webinars and suggesting the roadmap which will be consolidated by State SCERT.  

A large number of teachers, principals, students, parents and stakeholders attended the Shikshak Parv inaugural conclave and subsequent webinars from across the country.

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Education is an important tool for national character building

Prime Minister Shri Narendra Modi addressed the inaugural conclave of Shikshak Parv on 7 September, 2021 via video conferencing. The inaugural conclave was followed by a technical session on the current year’s theme: “Quality and Sustainable Schools: Learnings from Schools in India”. Smt. Annapurna Devi, Minister of State for Education was the chief guest on the occasion. The session was chaired by Dr. K. Kasturirangan, Chairman, National Education Policy Committee. Prof. J.S. Rajput Former Director, NCERT and senior officials of the Ministry were present on the occasion.

Speaking on the occasion Smt Annapurna Devi stated that the development of a nation is dependent on education as education is an important tool for national character building.  Therefore capacity building of children is essential. Follow the website to ensure better capacity for your child.  She stressed that it is important that both teachers ad children learn together, they must also learn the local skills and acquire experience based learning to make education more relevant in present times. She also mentioned that quality and sustainability are two sides of the same coin. Smt Annapurna Devi hoped that the discussions and ideas that emerge out of this conclave will help in realising the vision of our Prime Minister of strengthening the education system of our country.

Sh. Kasturiangan appreciated the efforts of the Ministry of Education in organising this important conclave with the Prime Minister setting the tone of the deliberations for the forthcoming sessions and also lauded the initiatives that have been taken to realised the vision of NEP 2020. He also appreciated the efforts taken by Sh. Dharmendra Pradhan, Minister of Education for the steps taken by him to realise the goals of NEP in such a short span of time. He pointed out that owing to the outbreak of Covid 19 there were some disruptions as well as learning loss among children and hopes that many of these issues and challenges will be addressed during the conclave.  He emphasised on focusing on four issues in this regard: Firstly, the Foundational Literacy and Numeracy is an important aspect mentioned in NEP 2020. Secondly, community engagement and support is also required to ensure that all children are retained in school. The thirds point is curricular transformation with regard to which the NEP focuses on lessening the burden so that there is more scope for other forms of learning. The fourth issue relates to the teachers who are central to the education system and have an important role to play in bridging the gap of learning loss.   Thus restoring quality education and maintaining sustainability are the two major challenges, beside the challenges posed by the pandemic. 

Prof. J.S. Rajput said there is a need to restore respect for teachers. He further said that, teachers must also remember that they must first know the child, understand the mind of the child and remember that nothing can be taught but learnt. Learning is the treasure within, teachers can only   inspire the learners to realise the treasure from within, he added.

Prof. Rajput highlighted that there is a social responsibility of parents, principals, teachers and community to feel a sense of belonging towards the school. The pandemic has given us a chance to improve the environment of government schools in terms of access, security and quality of teaching, teacher student ratio, etc., he added. He concluded by saying that three things are very important to re- establish the glory of rich educational heritage of India in the world:   Lifelong Learning, Learning to Learn and Learning to Live Together.

Prof. Sridhar Srivastava, Director, NCERT, welcomed the participants to the concluding session of the Conclave. He highlighted the active role played by NCERT during the pandemic situation by supporting the education in the online mode, developing teaching-learning resources such as the Alternative Academic Calendar, PRAGYATA Guidelines and NISHTHA 2.0 online training modules for supporting teachers. He further said that this year’s Shikshak Parv adopts a “whole-school” approach; one that extends beyond the curriculum and addresses the entire planning, operation and management of the school facility. He informed that the upcoming nine National Webinars during Shikshak Parv will focus on various themes that will help all those connected to the Parv learn from schools and teachers. NCERT will incorporate the learnings from schools into the National Curriculum Framework (NCF), which is under development at present, he added.

Smt. Anita Karwal thanked Smt Annapurna Devi, Dr. K. Kasturirangan, Prof. J.S. Rajput and all the speakers. She stated some of the initiatives taken by teachers are eye openers such as starting entrepreneurship for grade I, exposure of nature these are excellent examples of connecting learning to real life. There is need to build capacity of school, society and of parents to participate hand in hand to bring sustainability, she added.

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Webinar on ‘Foundational Literacy and Numeracy: A Pre-requisite to Learning and ECCE’

 Ministry of Education is organizing 9-days webinars on different themes as part of celebration of Shikshak Parv during 5-17 September 2021. The theme for today’s webinar was ‘Foundational Literacy and Numeracy: A Pre-requisite to Learning and ECCE’. Smt Anita Karwal, Secretary (SE&L), MoE, Shri Maneesh Garg, Joint Secretary (SE&L); Prof. Sridhar Srivastava, Director NCERT and senior officials of the Ministry attended the webinar.

Smt Anita Karwal stated that Foundational Literacy and Numeracy (FLN) has been given a lot of emphasis in NEP 2020. She informed that all the states have begun the process of allocating resources for Nipun Bharat, so the discussion on its implementation gains significance. Smt Karwal said that FLN will be spearheaded by teachers so they need to develop a mindset of recognizing the uniqueness of each child, and thus use unique interventions. She urged that administrators, planners, and experts have developed Nipun Bharat guidelines, which may be followed by States.

Shri Maneesh Garg stressed on the importance of FLN in school education. He highlighted that the vision of Nipun Bharat is to create an enabling environment that leads to universalization of FLN to ensure universal acquisition of FLN in primary classes within 5 years so that every child achieves the desired learning competencies in reading, writing and numeracy at the end of Class III. He informed that a five-tier implementation mechanism for Nipun Bharat will be set up at the National, State, District, Block and School level in all states and UTs. All stakeholders will have a specific role in the implementation of the mission targets and measureable key performance indicators will be developed for monitoring of the mission, he added.

Prof. Sridhar Srivastava, Director NCERT made a presentation on developmental goals and codification of Learning outcomes. He explained the three developmental goals of FLN i.e. children maintain good health and wellbeing; children become effective communicators and children become involved learners and connect with their immediate environment. He elaborated on the underlying competencies under each goal in detail, and explained the codification of the Learning Outcomes under each goal. Further he added that the competencies are age appropriate based on 21st century skills and the learning outcomes are progressive and are in continuum.

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Webinar on Ensuring Inclusive Governance: Making Every Person Matter’

Ministry of Education and University Grants Commission (UGC) today organised a webinar on ‘Ensuring Inclusive Governance: Making Every Person Matter’, as part of the vision to provide quality education to all. Union Minister for Tribal Affairs Shri Arjun Munda addressed the webinar as a Chief guest. Secretary, Higher Education Shri Amit KhareChairman, UGC, Shri D.P. Singh; Joint Secretary, Higher Education, Smt. Neeta Prasad and senior officials of the Ministry were present on the occasion.

Speaking on the occasion, Shri Arjun Munda said that Eklavya Model Residential School (EMRS) Scheme is reflective of Prime Minister’s visionary approach towards inclusive education. EMRS provides access to education to the marginalized population in tribal regions, he added. Shri Munda highlighted that the National Education Policy 2020 which aims to ensure equity and inclusion has given a national perspective to education of tribals, and is a true manifest  of good governance. He also said that programmes like Digital India, SamagraShiksha, etc are facilitating students from tribal and rural areas to compete at the national level.

Shri Arjun Munda stressed on the importance of Self Governance with the spirit of SabkaSaath, SabkaVikaas, SabkaVishwas and SabkaPrayaas and said that the Prime Minister has given us this mantra with focus on people’s participation in achieving these ideals which is the basis of a true democracy.

The Minister reiterated that as we celebrate Azadi Ka Amrit Mahotsav, it should be our resolve to empower everyone to take advantage of opportunities  with our long -standing constitutional commitment to provide equal opportunities to all.

Shri Munda emphasised upon good governance, self-governance and inclusive governance leading to inclusive growth. Shri Munda also reminded the academia about their responsibility of giving wings to the aspirations of new generation, particularly the deprived one.

Shri Amit Khare shed light on the problems faced by students from deprived section of the society including, students from rural and tribal areas. Shri Khare stressed upon language problems being faced by the students. He emphasised on the need for promoting Hindi and regional languages so that no student should be left behind.

Prof. D.P. Singh, Chairman, UGC in his opening address reiterated the constitutional ideals of equality of status and opportunity as pivots of our democracy. He called upon the leaders of higher education institutions to make concerted effort towards good governance with specific focus on inclusiveness and strive to provide opportunity to all their constituents equally.

The Webinar on Ensuring Inclusive Governance: Making Every Person Matters provided an opportunity to bring academic leaders, educationist and administrators on one platform and was supported by Babasaheb Bhimrao Ambedkar University, Lucknow. The Vice Chancellor of the University, Prof. Sanjay Singh delivered the welcome address.Prof. Alok Rai, Vice Chancellor, University of Lucknow in his Keynote address reiterated students as fundamental to our education system. He underlined the issues being faced by students from all section of society and elaborated different issues of Women students, Divyang Students, Tribal Students, etc. Prof. Rai emphasised upon value creation and value addition for students from different background.

The Technical Session was chaired by Prof. Sushma Yadav, Former Vice-Chancellor, BhagatPhool Singh MahilaVishwavidyalaya, Sonepat and Member-UGC. Prof. M.M. Salunkhe, Vice-Chancellor, BharatiVidyapeeth, Pune, Prof. H.C.S. Rathore, Former Vice-Chancellor, Central University of South Bihar and Prof. BhimrayaMetri, Director, IIM Nagpur addressed the technical session.

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Universalisation of Quality Education through Digital Education

 Union Education Minister Shri Dharmendra Pradhan held a meeting on universalisation of quality education through digital education. Minister of State for Education Smt. Annapurna Devi, Smt Anita Karwal, Secretary, DoSE&L, Dr. T.P. Singh, DG, BISAG-N, Shri Shashi S. Vempati, CEO, Prasar Bharati and other officials from the Ministry of Education were also present in the meeting.

Discussion centred on leveraging satellite technology and internet to develop an integrated digital ecosystem. The Minister called for an innovative approach to leverage technology to further expand the existing platforms to cover all spectrums of School Education, Higher Education, Skill Development and Teachers training. He called for strengthening and expanding the existing Swayam Prabha Initiative and synergize initiatives like National Digital Education Architecture (NDEAR) and National Educational Technology Forum (NETF). Shri Pradhan stressed on the need to bridge digital divide and reach the unreached to bring greater inclusion in education.

The Minister said that a committee may be formed under Chairpersonship of Secretary, DoSE&L with senior officials from School Education, Higher Education, Ministry of Skill Development, Ministry of Electronics and Information Technology, Dept of Telecommunication, Prasar Bharti, Ministry of I&B, BISAG-N and Department of Space.

 

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National Webinar on Empowering Women, Building Gender Parity

 Ministry of Education and University Grants Commission today organised National Webinar on Empowering Women, Building Gender Parity as part of Webinar Series on Good Governance being held from 17th September, 2021 to 7th October, 2021. Hon’ble Minister of State for Commerce Smt. Anupriya Patel delivered the inaugural address. Secretary (HE), Shri Amit Khare, Chairman, UGC Prof. D.P. Singh, senior officials from Ministry of Education and University Grants Commission were present on the occasion.

Delivering the inaugural address, Minister of State for Commerce Smt. Anupriya Patel said Gender Parity is not just good for women, it is good for the society and for the nation. The Minister stressed upon the need for having equal rights, equal roles and equal opportunity for men and women so that they contribute equally in all dimensions of life. The Minister added, focus must be on increasing women’s access to resources, her control over life and her decision-making rights.

Smt. Patel reiterated that Prime Minister envisions an India with larger role for women. The Minister highlighted various initiatives of government like Pradhan Mantri Jan Dhan Yojana, Ujjwala Yojana, Beti Bachao Beti Padhao, Sukanya Samridhi Yojana and Fellowship/Scholarships for women from deprived section intended to improve the life of the women.

The Minister stressed that, barrier for gender parity is deeply entrenched in the mindset. She said, there must be a collective effort in the society to change that mindset. She called upon all those present in the webinar to play individual role in the family, in the society and resultantly in the nation, and supplement the efforts of the government. She said, an empowered woman is powerful beyond measure and beautiful beyond description.

Shri Khare, Secretary, Higher Education in addressing the webinar focused on remarkable achievements on the gender parity index in spite of the discrimination and lack of opportunity existing in the society. Shri Khare, also raised the issue of very a smaller number of women faculty, particularly at leadership positions in higher education institutions, and called for proactive efforts regarding this.

Prof. D.P. Singh, Chairman, UGC in his opening address reaffirmed that women of the 21st century is fully capable of taking decision for themselves and social development. Prof. Singh said, sensitivity towards women empowerment and equality in the society is possible only through education.

The National Webinar on Empowering Women, Building Gender Parity provided an opportunity to brainstorm with academicians, educationalists, administrators and students about the possible ways ahead to implement NEP in terms of empowering women in education.

Dr. Vasudha Kamat, Former Vice-Chancellor, SNDT Women’s University, Mumbai and Member of NEP Draft Committee in her keynote address discussed the measures of multiple pathways to education, governance through political participation, gender sensitivity and targeted policies towards girls for bridging the gender gap.

The technical session of National Webinar was chaired by Prof. Sunaina Singh, Vice Chancellor, Nalanda University. Dr. Annapurna Nautiyal, VC, HNB Garhwal University; Dr. Shaji Thomas, Director, NIT, Trichy; and Prof. V.K. Malhotra, Member Secretary, ICSSR addressed the session as experts.

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