Aruna Raghuram

Dr Kathan Shukla is currently the chairperson of the Ravi J. Matthai Centre for Educational Innovation (RJMCEI) at IIM, Ahmedabad. After completing his graduation and postgraduation in physics in India, Dr Shukla pursued an MEd in Education Psychology followed by a PhD in Educational Research, Statistics & Evaluation, from the US. He joined IIM, Ahmedabad in 2016.

Some of the courses he teaches at IIM, Ahmedabad are ‘Enterprise and Innovations in Education’  ‘Gamification, Technology and Learning Motivation’ and ‘How to Motivate Students for Learning’.

He is involved in two significant research projects. One is on the ‘Influence of School Climate on Students’ Psychoeducational Outcomes’. It is based on a statewide study of around 33,000 primary schools. The second project is on ‘Helping School Students Deal with Gender and Adolescence Related Issues’.

We bring you an engaging interview with Dr Shukla.

1. Could you give some examples of simple yet impactful educational innovations?

A.Educational innovations are usually solutions found by teachers or principals to problems that they identify. I will describe two simple innovations I have found impactful.

A Delhi government school principal,who wanted the students and parents to engage more with the school,has introduced a folder for every child from class 1. All the major events related to the child are put in this ‘Individual Learning Portfolio’. Test reports, photos of the child participating in co-curricular activities, video clips of the child speaking or reading in class, are all part of the folder. This is a small, low-cost innovation that is not very time-consuming, but makes a big impact. Parents and child can access this repository of information. This innovation creates a huge amount of emotional engagement for parents.

The second interesting innovation involves the gamification of physics learning by a teacher in a school in Vallabh Vidyanagar in Gujarat. The teacher felt that students were learning physics in a very superficial manner. He created ‘physics cricket’, a quiz game using the rules of cricket. He would announce the ‘match’ in advance based on particular chapters of the physics textbook so that students could prepare well. By capitalising on the interest of children in cricket, he made learning physics more interesting for them.

2. What are the best ways of motivating students for learning?

A.There are four things an educator can do to motivate learners:

Sense of belonging: A very important thing that can be done to trigger intrinsic motivation is to create an environment where children feel a sense of belonging. Schools which invest in engaging the students emotionally have better academic outcomes.

A degree of autonomy: While the learning objectives and timelines should be clear, there should be some degree of flexibility given to the learner.  Autonomy brings mutual respect.

Competence building: There should be a constant focus on competence building. There should be clarity about where the learners are and where they have to get to in terms of competence.

Confidence building: The educator should build a child’s confidence. Feedback should be honest. But a fine balance has to be maintained between motivating a child to do better and ensuringthat the child’s confidence is not shaken.

3. How can gamification and technology be used to motivate students?

A.If education is thought of as just a content delivery mechanism, there is a problem. Gamification is one way to avoid this. Within education, gamification is a powerful tool to keep students engaged and enrich the learning experience. Educators can devise an engaging gamified experience with teams, rules, expectations, competition, points tables and bonuses. Technology is very useful in this regard.

4. What do you think of the impact of ChatGPT on education?

A.With AI, educators get concerned about how they will evaluate students. But they should stop testing memory and assess higher order thinking instead. They can frame questions such that students are forced to think. Again, there could be multi-component assessment. For instance, off-device assessments as well as open book exams.

ChatGPT can assist teachers as well. For instance, a teacher could ask the AI tool how calculus can be explained to class 3 students in an Indian context. This way AI can be used to make learning more interesting and relatable. Or, the teacher could ask ChatGPT how the ‘Chhota Bheem’ story can be used to explain the water cycle to young children. This will add creativity to the teaching process. ChatGPT can also be used to create quizzes and tests on a particular chapter.

5. What is your opinion on the recent focus on project-based learning?

A.Project-based learning is the way forward.It develops the critical thinking and problem-solving skills of a child. Children start thinking on their own. It also fosters peer engagement and learning as team work is an integral part of the system. But there is a lot of variation in schools that adopt this system. Good schools do many things right. The major one is to have highly skilled and motivated teachers/facilitators.

6. Where is India when it comes to inclusive education for the challenged?

A.We are becoming an aware society but if you look at global best practices we are lagging far behind. In our country, mainstream educational boards and good schools are also struggling to handle children with visual impairment, learning disability or cerebral palsy. You can imagine the plight of children studying in government schools. Among the Children With Special Needs (CWSN), those with physical challenges can be identified and their needs addressed more easily. But in the case of mental challenges, even diagnosis is a problem. But providing access and support systems for CWSN is an ongoing effort.

7. How can technology be leveraged to improve access to education?

A.To improve access to education in rural areas and among underprivileged children, most state governments have their own learning apps. Gujarat has ‘G-Shala’ through which all children in the state can get the curriculum, text and videos, assignments and assessments in Gujarati.

However, the usage of such apps is low for two reasons. One, the penetration of internet and smartphones is limited. Two, motivation of the child to use the phone as a tool for learning is low. Phones are seen as socialising and entertainment devices. Who is there to motivate the child to use the learning app?We have not cracked that yet. There is need for teachers who care and involvement of schools to make children accountable.

8. What are the aspects of the school climate you consider important?

A.We have identified some the dimensions of a school’s climate that are in the hands of principals and teachers. For instance, a disciplinary structure where the policies are clear, implementation is consistent and fairness to students is assured. The second thing a school can do to create a conducive learning environment is to be responsive to the students and give them a feeling of safety. Any child facing a problem should feel that he or she will be heard and efforts will be made to find a solution to the problem. Students should develop this confidence in the school. The third aspect is the academic climate which should be both demanding and supportive. It’s a fine balance.

9. How can educators help students deal with issues of gender and adolescence?

A.Various governments are trying different things on this issue. Understanding gender and other adolescent issues come under the non-academic outcomes of education. I will focus on three issues:

Bullying: Sensitising students against bullying and creating a safe and supportive climate in school is vital. Our centre has developed models on bullying prevention.

Gender sensitisation: Curriculum wise, the National Curriculum Framework (NCF) is paying a lot of attention to this matter. However, sometimes there is a hidden curriculum and,unknowingly, teachers may exhibit biases. While the textbook may say something, it can be interpreted differently by teachers.

We have to nudge children to think differently. A scientist need not be man.  The decision maker at their home could be a woman. We have to expose children to diverse role models. Education can break reproduction of biases and stereotypes that exist in society. For this, teachers must be trained to be gender sensitive. Also, community awareness has to be built especially in rural areas.

Diversity and inclusivity: The third issue is to expose adolescents to the religious, caste and linguistic diversity in the country and promote inclusivity in all ways.We have prepared a series of small case studies. For instance, we had one case study on a boy who had a very shrill voice. Whenever he wanted to speak or perform before an audience of students, they would laugh at him. This case study is discussed with students to create a more inclusive classroom where everybody is respected and it is accepted that it is fine to be different.

10. What are your thoughts on NEP 2020?

A. NEP 2020 is well-intentioned, but the policy document is silent on several significant matters. I will highlight a few.

At the school level:

Private players: There is no clarity on the perception of the role of private players. About 30 per cent kids go to private schools. Do we think of private schools as profiteers? Or do we recognise, among the private players, the not-for-profit trusts who are doing genuine work. Directions for the regulatory mechanism for the role of private players in education are very superficial and vague.

Parallel education system: There is no discussion on the parallel education system, especially at the high school level – the presence of dummy schools and coaching centers. The NEP does mention that the coaching culture should be discouraged but there is no clarity on what should be done.

Focus on two cadres: There is focus only on two cadres in the education sector – teachers and teacher educators. To improve quality of education we need several kinds of experts. We need a cadre of curriculum experts, testing and measurement experts, educational statisticians, administrators, psychologists, and others. Our school system needs to create space for these specialized cadres at district and state levels and universities need to offer programmes for their development.

At the higher education level:

Leadership structure: As state universities are funded by state governments, appointments of vice chancellors are political in nature. In the US, an independent board appoints the head of a university from among the best available globally.

The candidate has to have a viable five-year plan and a clear road map to improve teaching and research across various disciplines and generate required resources. This creates a very different ecosystem in the universities in that country. It is unclear how our institutional leadership is held accountable for the quality of teaching and research.

Quality of institutions: At present, about 18 per cent of high school graduates get into the university system in India. The target is to increase this to 30 per cent by 2030. However, government on its own cannot facilitate this. Private players need to pitch in. But the quality of private institutions is often not as claimed. We need a robust regulatory mechanism. A highly reliable system of accreditation and assessment of higher education institutions is vital.

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To address this issue, numerous online learning platforms and programs have emerged to cater to the requirements of Indian graduates and job seekers. These platforms provide distinctive courses and initiatives with a specific focus on nurturing crucial soft skills and closing the disparity between academic education and industry requirements.

Below are five innovative EdTech companies that are at the forefront of this transformative shift, dedicated to shaping the learners of today into the leaders of tomorrow.

1. Internshala – Founded in 2010, Internshala is a career-tech platform helping college students to skill themselves and gain practical experience with internship opportunities and training. The platform provides students with access to online training and their first real-world experience through internships, thus preparing them to launch their careers. India’s no.1 internship and training platform offers paid internships in engineering, management, media, law, arts, design, and other streams. In addition to 80+ in-demand skill training in various fields, Internshala Trainings also offers 5 career development courses including Business Communication Skills, Internship & Job Preparation, How to Ace Coding Interviews, Interview Preparation, and Quantitative Aptitude which truly cater to the dynamic demands of the professional world. The platform also offers specialized training under its placement guarantee courses in 8 hot in-demand fields.
2. LinkedIn Learning – LinkedIn Learning offers a wide range of courses and tutorials on soft skills like communication, leadership, time management, and emotional intelligence. It also provides badges and certifications that can be showcased on a user’s LinkedIn profile.
3. Udemy: Udemy is an educational website that allows users to create personalised courses in IT and technology, design, business, marketing, photography, and other fields. Though not all of its courses are entirely free, there are over 5,000 online video courses to assist you to learn everything from Bitcoin trading to using online video and Android development – simply put ‘free’ into the search bar on the main page to access the free online courses for upskilling.
4. Udacity: Udacity is a skills-based platform for professionals, offering Nanodegree programs and industry-specific credentials, aimed at making you job-ready. They offer courses in Machine learning, Data Science, Artificial Intelligence, Web Development, Digital Marketing and Business Analysis among others.

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This Drivers’ Day, Mahindra Truck and Bus Division (MTBD), a part of the Mahindra Group, will award scholarships for the daughters of truck drivers, through the Mahindra Saarthi Abhiyaan. Project Mahindra Saarthi Abhiyaan is committed to make a small contribution towards transforming the lives of these girls by supporting their right to a higher education.

Mahindra is one of the first commercial vehicle manufacturers to pioneer this initiative and felicitate the selected candidates with a scholarship of Rs.10,000/- along with a certificate in recognition of their achievement. This endeavour marks another significant milestone in Mahindra Truck and Bus Division’s ongoing commitment to the Truck driver community, which was initiated with the Mahindra Saarthi Abhiyaan in 2014. The initial outreach was conducted through reach out program at 75+ transport hubs pan India and well defined, transparent, and independent process. Until now, 8928 young girls have already benefited from scholarships under the initiative, allowing them to pursue their aspirations.

Speaking on the occasion, Mr. Jalaj Gupta, Business Head – Commercial Vehicles, Mahindra & Mahindra Ltd., said, “Mahindra Saarthi Abhiyaan is committed to empowering women in the Commercial Vehicle ecosystem and aims to improve the lives of the driver community. With this program we are elated to offer the daughters of Truck Drivers the opportunity to dream big and provide them with the support they need to soar towards their career goals. Mahindra Saarthi Abhiyaan has been warmly embraced by our drivers and partners, showcasing its effectiveness in enabling young girls to achieve their dreams.”

The company has planned to felicitate each girl selected for this scholarship by direct bank transfer of INR 10,000 and a certificate in recognition of this achievement. The felicitation will be hosted in Feb-Mar’24 at select locations by Mahindra Truck and Bus leadership India wherein 1100 scholarships will be awarded to Truck Drivers’ Daughters.

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Education in Ireland, the national brand representing Irish Higher Education Institutions globally, announcesits flagship roadshow to India for the coming year. Scheduled from September 30^th to October 8^ththis year, the roadshow will feature 17esteemed Irish Higher Education Institutions who will engage with Indian students across five major cities.

This roadshow is a vital part of EI’s national campaign, #themakingofyou, which extends beyond Ireland’s promise of a top-tier education. It not only highlights the transformative power of education in Irelandwhich in turnserves as a catalyst for enriching and life-altering experiences. These experiences, both personal and professional, leave a lasting impact and contribute to the growth and making of each student.

Speaking about the campaign and the roadshow, Ross Curran, India Director for Enterprise Ireland said, “We are very excited to launch the Education In Ireland roadshow.It is first and foremost an opportunity to welcome Indian students to learn more about the wide range of educational opportunities that Ireland has to offer and of course to meet with representatives from Irish Universities and Colleges.Ireland is an incredible location to study and to develop personally and professionally and there exists very strong ties between our two nations. It is no surprise that approximately 6000 Indian students choose Ireland as their preferred place to study each year as they seek to take full advantage of the world-class education that they find in this welcoming, vibrant, English-speaking and highly globalised island-nation.The roadshow will also give prospective students an opportunity to learn about Ireland’s role as an emerging global centre for technology and commerce, housing the headquarters of over 1,000 multinational companies and startups which offer limitless potential for those who wish to take the next step in their career.”

The Study in Ireland Education Fairs are scheduled in Delhi on September 30, Pune on October 1, Mumbai on October 4, Chennai on October 7, and Bengaluruon October 8. Students and parents will also benefit from the presence of the Irish Visa Office who will answer queries about the visa application process, and even do an informative seminar in 4 cities.

Barry O’Driscoll, Regional Manager – India & South Asia at Education in Ireland, shared his enthusiasm for the approaching fairs: “The #themakingofyou campaign and the upcoming roadshow align perfectly with our mission to create awareness aboutIreland as a hub of limitless opportunities for students seeking top-notch education and career prospects. We look forward to engaging with Indian students and parents during our roadshow, offering them valuable insights into the world-class academic programs available across a diverse range of disciplines.”

Education in Ireland’s roadshow will serve as an excellent platform for Indian students to interact directly with representatives from renowned Irish Higher Education Institutions, gather detailed information about academic programmes, scholarships, and explore avenues for personal and professional growth.

The campaign leading to the roadshow aims to highlight Ireland’s unique blend of academic excellence, innovative research, and its warm, welcoming environment for international students. Additionally, by showcasing its premier colleges and universities as well as the Visa Office,it will position Ireland as an open gateway to rewarding opportunities in Europe and beyond.

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Founded in 2016 by Alka Javeri, Dhruv Javeri, and Dhumil Javeri who have been educators for over a period of 20 years introduced Klassroom Edutech which operates as a hybrid tutoring platform for standards 6^th to 12^th , IIT JEE, NEET, CA and CS to provide accessible, flexible, and affordable education for Indian students. Its strategy combines offline centres and online technology, catering to over 60,000 students across 500 cities via a network of 150 offline centres reflecting a remarkable 10X revenue growth in the last two years.

Since its inception in 2016, Klassroom Edutech has attracted substantial investments from the likes of ah! Ventures Angel Fund, Hem Angels, Pavan Bakeri (Managing Director, Bakeri Group), Kishore Ganji (Founder, Astir Ventures) among others, amassing a total of $1 million in funding.

Shetty’s direct engagement is projected to boost the start-up’s social initiatives aimed at bridging the education gap for underprivileged students in India. This is facilitated through partnerships with social trusts and NGOs. In particular, the launch of the Suniel Shetty Scholarship Scheme and the “Happy Schools” program, aimed at fostering a joyful learning environment, is part of their commitment to social impact.

“I’m delighted to be a part of Klassroom, as they’re making a real impact by implementing the NEP 2020’s innovative teaching methods. Together, let’s empower the next generation with a joyful learning experience.” – Suniel Shetty

“We warmly welcome Mr. Suniel Shetty to the Klassroom family. His presence will support the expansion of Klassroom learning centres and increase user engagement on the learning app so that millions of students can benefit from the platform.”  Klassroom Edutech’s Executive Chairman, Alka Javeri.

In accordance with the National Education Policy (NEP) 2020, Klassroom Edutech has also been developing digital resources to be utilized in over 2,650 government schools.

Over the next five years, the company aims to impact 20 million students and expand its reach by threefold each year. This dedication is further emphasized by the goal to enrol approximately 500,000 students within the next year through its social initiative programs.

Given the recent backing, Klassroom Edutech is poised for substantial growth, reflecting a promising future for India’s education sector.

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Celebrating the innovative spirit of mechanical engineering as a field, the recent Sangharsh 6.0 — one of India’s biggest mechanical engineering fests — provided a platform to cutting-edge projects on Drones, RC planes, Go Karts, Off-Road Vehicles, IoT Cars, and Robot Soccer, helmed by young engineers-in-the-making. Organized by GITAM (Deemed to be University) — a NAAC A++ accredited university — for the sixth consecutive year, the fest was graced by Padma Shri recipient nuclear scientist Ravi Grover as the chief guest.

Dr. Grover, who is credited with conceptualizing and setting up the Homi Bhabha National Institute (Mumbai) as a university-level institution, highlighted how tinkering has been so crucial for successful discovery and experimentation in Science.

“I went through the exhibits at the fest, and I find students are enthusiastically participating in the events. One must remember that the field of engineering has advanced by designing products, assembling them and moving forward,” he said. Citing the history of mechanical engineering, Dr. Grover added that Wright Brothers created the first aeroplane, and aerodynamic theory and systems came later. Similarly, James Watts made the steam engine first; and thermodynamics came much later.  “ It is hands-on initiatives like these that have led to numerous interventions. These kinds of hands-on activities have given us so many devices. Scientific explanations have come later, and then scientific concepts help to improve those products,” explained the scientist.

Speaking at the session, Dr Grover shed light on the growing unemployment in India and added that it stems from a deep-rooted desire of most learners to work with computers in air-conditioned laboratories or offices. Emphasizing a bottom-up mindset, he urged students to be ready to work at project sites and in difficult locations, if India has to become a highly developed nation.

“It’s not only a change in the explicit education curriculum, which is needed, but in what is known as the ‘hidden curriculum’, that which students imbibe from the prevalent atmosphere of the university as they walk through laboratories and corridors.

“India’s manufacturing sector contributes heavily to the economy, and if the contribution of this sector increases, it could potentially solve the unemployment problem in engineering. Therefore, the ‘hidden curriculum’ in universities should encourage students to take up on-ground projects in the manufacturing sector,” said Dr Grover.

Speaking on India’s net zero carbon promise by 2070, Dr Grover iterated that it requires an accurate estimate of how much energy India will require by then, and then looking at the sources such as wind, hydel and nuclear. Stressing on electrification of all sectors where carbon is used as a molecule, he said that electricity production in India must increase at a CAGR of 5% between now and 2070.

Giving an example of how mechanical engineering departments can contribute to sustainability, he went out to explain how the dust level in India is very high, and so dust gets deposited onto solar cells installed on rooftops, leading to less output. Dr Grover said that mechanical cleaning systems can keep solar surfaces clean without using much water.

“We are delighted to have hosted Sangharsh, which was full of exciting keynote speeches, workshops, and competitions. Fests like these push students from their comfort zone and give them networking opportunities, helping them have a brighter career in engineering,” said Prof Vijaysekhar C, Dean of Engineering, GITAM School of Technology, GITAM. This year multiple clubs including GITAM Automotive Club, Aero-Modelling Club, and AeroAstro Club, and teams such as Team Tyrants and Team Gravity displayed their innovative projects including Drones, RC planes, Go Karts, Off-Road Vehicles, IoT Cars, and Robot Soccer.

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The PFH Fair provided a platform that enabled students and parents to get a holistic understanding of courses available in Germany and provided on-the-spot admission for meritorious students. PFH university believes in encouraging talent and provides 50% of Scholarships for students.

The objective of the fair was to inform students about the courses, eligibility, jobs, and life in Germany and what students can do if they want to study abroad.

Prof. Sc. Agr. Julian Voss said “We are excited to build our close relationship with young minds of India for future growth. Our experts will brief the participants about the educational opportunities in overseas institutions. The fair covers areas such as application formalities for foreign education, testing the genuineness of universities, bank loan procedures, and fee structure for study abroad”.

PFH Private University of Applied Sciences is committed to generating and disseminating knowledge while providing a critical and interdisciplinary reflection on political, social, and economic interests. Practical orientation in teaching and research, particularly in the fields of management, innovation, and technology.

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1. Where does Bengal stand in Gross Enrolment Ratio comparing the national average?

The Gross Enrolment Ratio (GER) in West Bengal is above the national average now. For example, in Higher Secondary education, the national average is 51.4, and in West Bengal, it is 55.2. I have been working to increase this number for the past 17 years.

This number is achieved not because of government support or schemes like mid-day meals but the personal connection and interaction between families regarding education; for which I became a helping hand.

In 2008, when Prathibha Patil was the President of India, she invited me for a personal discussion regarding the methods to improve the GER in West Bengal and the country as a whole.

2. What are some of the major patents that you have, and how many of them are commercialised?

I have been working with the young minds in the backward communities of West Bengal and became able to churn out many innovators from them. As of now, around 75 patent applications got registered by us.

In 2021, one of our projects was recognised by the late Chief of Defence Staff, Bipin Rawat. Our most recent project is a machine that can detect the chances of Brain Cancer by analysing hair follicles. We will be looking to commercialise our projects once we receive the patent confirmation.

3. What motivated you to work for the backward districts?

West Bengal has more tribal people compared to other states in India. The Gross Enrolment ratio among them was considerably low. They were very much underprivileged that they hardly made anything for their livelihood. Even the thought of three square meals per day was a luxury for them.

Sending their children for education was the only means to empower them. When I started in 2005, I visited almost 10,000 houses within a short period to help families send their children to school. I began my work in the districts of Medinipur, Purulia, and Bankuna along the banks of river Subaruarekha.

Later on, I expanded my work to other areas of West Bengal. Fortunately, the work has become fruitful. The literacy rate and the Gross Enrolment Ratio are now growing.

4. How did the villagers respond to your efforts at first, and how is it now?

Initially, positive responses were not there. I was doing my post-graduation during that time, and therefore, my opinions were not valued by the people. I had to visit the local markets to convince the people, including the shopkeepers the benefits of education.

Currently, many families are seeking my suggestions regarding education, and I’m happy about the same. My work has reached every nook and corner of West Bengal.

5. What are your other contributions to the education sector?

What I am doing is nothing new, but my aim has always been helping underprivileged people, especially those from the remotest areas of the state, achieve education. As a result, the GER among the backward communities of West Bengal is rising every year.

6. What is your vision for the future?

Even though I could persuade many people to get educated, there are still many people who are not convinced. I want to spread the stories of people who have got educated and become innovators due to my efforts. This will make the unconvinced people seek the light of education.

I’m planning to help the people who are ready for innovations so that they can benefit society. Also, India is becoming a superpower, but if the youth in India are not educated or skilled, it can halt growth. So, making people realise the importance of education is my primary plan.

(He is a fellow of RSA, FIETE, FNBSP, FISRD, and SMFINSS. He also holds various prestigious positions such as Vice President, Innovation Council, University of Engineering & Management, Kolkata, India, Innovation Ambassador, Ministry of Education, AICTE, India, Visiting Scientist, University of Malaya, Malaysia, Inclusive Policy Lab Expert, UNESCO, USA, and Honorary Vice President- EURASIA Research, USA)

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“NEP 2020 envisions skill and education as one. We are coming up with Digital University with multiple entries and exit frameworks along with an academic bank of credit to facilitate our workforce. The industry needs to adopt these policy reforms and flexible frameworks,” the minister said while addressing the ‘13th Global Skills Summit – Education to Employability: Making it happen’, organized by FICCI.

Pradhan urged building a stronger connection among academia, industry, and policymaker along with a collective approach to drive effective transformation in the education and skills sector. “India is blessed with a demographic dividend. Education and skills have to play an important role in converting our demographic dividend into a transformative powerhouse,” he added.

There is a need for increasing skills to boost employability, reap the demographic dividend and make our skills ecosystem more vibrant. “For India to be more productive and robust, we must make our workforce more educated and skilled. The simplification of labour codes and the apprenticeship act has added more vibrancy to our workforce. We are bringing in more reforms to make our workforce more productive,” emphasized Pradhan.

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