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52 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM Abhay G Chebbi By Meha Mathur IN FOCUS “OUR STUDENTS ARE EMPOWERED TO TAILOR THEIR EDUCATIONAL ODYSSEY” How does the vision of Alliance University align with what the NEP states? Alliance University's educational vision harmoniously converges with the fundamental tenets outlined in the National Education Policy (NEP), reflecting a dedication to excellence and innovation. Central to our educational ethos is the acknowledgment and nurturing of each student's distinct capabilities. We champion a dynamic learning milieu, wherein students are empowered to tailor their educational odyssey, erasing rigid demarcations between disciplines, activities, and vocational pursuits. This holistic pedagogical approach resonates with the NEP's advocacy for interdisciplinary learning, fostering the cultivation of a well-rounded skill set among students. Our institution stands as a beacon of research prowess, with our faculty actively spearheading pioneering research endeavours spanning various domains. Noteworthy contributions include seminal works such as 'Enhancing Student Engagement in Online Learning through Facial Expression Analysis and Complex Emotion Recognition using Deep Learning' and 'The Role of Artificial Intelligence and Machine Learning Algorithms for Energy Efficiency Applications', among others. ABHAY G CHEBBI, Pro Chancellor, Alliance University, Bengaluru, talks about his holistic approach to education, and how the university is imbibing latest technology for the benefit of students
W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 53 IN FOCUS What sets us apart is our commitment to industry relevance, evident in our array of industry-led courses and robust Centres of Excellence (COEs), which furnish students with supplementary certifications and immersive experiential learning opportunities A commitment to perpetual evolution underscores our curriculum design and instructional methodologies, ensuring alignment with emergent educational paradigms. Faculty members serve as catalysts in the educational journey, assuming roles as mentors and exemplars who ignite inspiration and fortitude within students, nurturing them to emerge as trailblazers in their respective spheres. Moreover, we prioritise the integration of technology into our educational framework, equipping students with indispensable digital proficiencies requisite for success in the contemporary milieu. Robust digital learning platforms facilitate seamless course delivery, virtual classrooms, and interactive learning resources, fostering flexibility and accessibility to educational materials. How does the university prepare its students for 21st Century world of work? What makes the university stand apart from other new-age higher education institutes? At Alliance University, preparing students for the dynamic demands of the 21st-century workforce stands as a paramount objective. Our distinctive approach begins with a meticulously curated curriculum, crafted in collaboration with industry stalwarts to ensure alignment with contemporary requisites and endowing graduates with indispensable skills. What sets us apart is our commitment to industry relevance, evident in our array of industry-led courses and robust Centers of Excellence (COEs), which furnish students with supplementary certifications and immersive experiential learning opportunities. Through internships, case studies, and industry projects, including unique social internships integrated into engineering and technology programs, we fortify graduate employability by fostering real-world applicability of knowledge. Moreover, we cultivate a culture of innovation and global acumen through interdisciplinary collaboration, enabling students to adopt a holistic perspective and thrive amidst evolving paradigms. International study avenues, student-driven research initiatives, global internships, and enriching masterclasses delivered by eminent practitioners amplify global exposure, broadening horizons and instilling the agility necessary for success on a global scale. Our robust industry affiliations ensure that our educational offerings and research endeavours remain at the vanguard of industry expectations, perpetually evolving to meet the exigencies of the professional landscape. Going beyond conventional paradigms, Alliance University nurtures entrepreneurial acumen, empowering students to transcend the role of mere employees and emerge as dynamic creators and problem-solvers. Student-led research endeavours and flagship conferences such as ASICON and AllianceONE serve as catalysts for fostering innovation and instilling a sense of ownership and agency among students. Our recent accolade, clinching the top spot in the National Sustainability Impact Institution's Ranking (NSIIR) by AIC-RAISE of the Atal Innovation Mission, serves as a testament to our dedication to excellence and sustainability in higher education. This recognition underscores our holistic approach to education, which encompasses the integration of Sustainable Development Goals (SDGs) into the curriculum, robust student engagement initiatives, impactful research endeavours, sustainable campus operations, community outreach endeavours, strategic collaborations, meticulous monitoring, and visionary leadership. This not only reaffirms our steadfast commitment to upholding exemplary standards but also underscores our dedication to nurturing responsible future leaders equipped with the acumen and ethos to effect positive change. Embedded within our curriculum, the principles of academic rigour, collaboration, and excellence in transformative education (ACE) serve as guiding beacons, setting Alliance University apart as a trailblazer in the contemporary educational landscape. AI has impacted all walks of life, including education. What shifts are you noticing and also how to prepare the faculty and students for the changes that are just beginning to come about? Artificial Intelligence has become a game-changer in every aspect of life, including education, and Alliance University is leading the charge in embracing this transformative journey. Leveraging AI's potential, we're pioneering personalised learning experiences through AI-powered adaptive learning systems, which customise educational materials according to each student's strengths and requirements. Furthermore, we're exploring AI's capabilities to automate tasks like grading, empowering faculty to provide more nuanced feedback efficiently. To prepare for this evolving educational landscape, we prioritise faculty development programmes focused on integrating AI tools into teaching methodologies and enhancing course design to engage students effectively. Simultaneously, we're infusing AI concepts into our academic programmes to equip students with essential skills for the AI-driven future.
54 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM By Suchita Sail MOST INFLUENTIAL WOMEN IN EDUCATION BW Education’s Most Influential Women Honours WOMEN Achievers in Education E ach Year, BW Education presents to its readers ‘The Most Influential Women in Education’ on the occasion of Women’s Day, to felicitate these women and to provide inspiration to readers. We highlight the women in power, in positions of leadership, women in sciences, liberal arts, humanities and creative fields, as also women in edtech space, those working at grassroots and those seeking to empower others through their painstaking work. The effort, while preparing the broader list of 50 women achievers, is to have fair representation from various streams. We also strive to have new names each year, and without in any way taking away from the commendable work that women achievers from last year’s list continue to do, we wish to acknowledge work of more and more women educationists are doing. To borrow an analogy, singer Lata Mangeshkar had, at one point in her career, stopped taking awards at popular film award events. In similar vein, some women educationists have attained that stature. They will remain in the hall of fame in any awards. From BW Education’s perspective, Sudha Murty is one such name. President Droupadi Murmu, who started her career as a teacher, while getting a unanimous ‘yes’ is in similar league. The field is vast and it’s an onerous and painstaking task to arrive at the final list from a vast pool of women achievers. For the exercise to be transparent, we appoint an advisory panel and base our final list strictly on their ‘yes’, ‘no’ or ‘may be’. This year, we invited the following women educationists to be part of our advisory council, all three of whom figured in our ‘Most Influential Women’ list last year: • Pankaj Mittal, Secretary General, Association of Indian Universities • Najma Akhtar, Former Vice Chancellor, Jamia Millia Islamia • Vinita Sahay, Director, IIM Bodh Gaya Each of them sent in their responses. From BW Businessworld, we had Annurag Batra, Editor-in-Chief, BW Businessworld and Founder, Exchange4Media; and Noor Fathima Warsia, Group Editorial Director, BW Businessworld, on the panel. The final list of ‘Most Influential Women in Education’ is a celebration of women heading universities with elan; successfully sending missions to moon and Mars; providing answers to questions of past as archaeologist; fanning children’s imagination as child authors; providing tools of empowerment through skilling initiatives, and much more.
W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 55 MOST INFLUENTIAL WOMEN IN EDUCATION MOST INFLUENTIAL WOMEN IN EDUCATION, 2024 LEADERSHIP POSITIONS LEADERS IN SCIENCES, LIBERAL ARTS AND CREATIVE FIELDSEMPOWERING OTHERS Droupadi Murmu President of India; Former Teacher Annapurna Devi Minister of State for Education, Govt of India Atishi Marlena Education Minister, Delhi Government Shantishree Dhulipudi Pandit, VC, JNU Preeti Aghalayam Director-in-charge, Zanzibar Campus, IIT Madras Ujawala Chakradeo VC, SNDT University, Mumbai Geetanjali Dash VC, Berhampur University Geeta Gopinath Deputy MD, IMF Neeli Bendapudi President, Pennsylvania State University Poonam Gupta DG, NCAER Lata Vaidyanathan Director, TERI Prakriti School Ananya Mukherjee VC, Shiv Nadar University Neelima Gupta VC, Dr Harisingh Gaur Sagar University Anuradha Joshi Principal, Sardar Patel Vidyalaya Ritu Karidhal Senior Scientist, ISRO; known as ‘the Rocket Woman of India’ Nayanjot Lahiri Author; Archaeologist; Professor, Ashoka University Samina Mishra Children’s Author; Documentary Filmmaker Ashwini Bhide-Deshpande Hindustani Classical Vocalist & PhDin Biochemistry Anuradha Kapur Theatre Personality; Former Director, NSD Paro Anand Children’s Author; Winner of Sahitya Akademi Bal Sahitya Puraskar Shaheen Mistri Founder and CEO, Teach for India Meera Shenoy Founder, Youth4Jobs Farida Lambay Co Founder, Pratham Gauri Sawant Transgender Activist; Director, Sakhi Char Chowghi Safeena Husain Founder, Educate Girls
56 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM By Upasana MOST INFLUENTIAL WOMEN IN EDUCATION "Encourage More Women Into Higher Education"
W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 57 What has been the greatest challenge in your educational career? What gave you the strength to respond to it? The first challenge was when I completed the XII standard in the science stream and had a medical seat in hand; in those times, brilliant students in Tamil Nadu naturally aspired to be doctors or engineers. Though I performed very well in the examination, I had a fascination for history and political science. Many in my circles thought I was committing hara-kiri. I could convince my father, who trusted me, but with a stark warning: a doctor with 35 per cent is a doctor, whereas one has to be a topper in social sciences; otherwise, no one will notice me. My courage & conviction, my father’s unstinting support and my ability to work hard were the keys to my success. Always follow your dreams with conviction. There are no shortcuts to success. The mantra is simple: hard work, hard work and more hard work. The second challenge comes when one succeeds in mid-career, where the university environment is critical. Expertise and knowledge are often pushed aside in favour of identity. Afraid of knowledge, people tend to create illusions and do not venture out of their comfort zone, often accompanied by falsehood, illusions and delusions. These are more common in academia than normally recognised. Teachers are also human and often mediocracy fears knowledge. Thanks to a few good friends, I fought tenaciously and finally won. That journey convinced me that MOST INFLUENTIAL WOMEN IN EDUCATION Santishree Dhulipudi Pandit, Vice Chancellor, Jawaharlal Nehru University, stresses on the need for empowering women for the country to be developed; she also suggested to motivate women to pursue higher education One has to fight the conservative mindset and encourage more women into higher education; this requires the creation of wider and more secure spaces for all the world would eventually unite, celebrate knowledge and respect the good. The path is difficult and thorny, but tenacity eventually pays off. The third challenge came when I became vice chancellor of Jawaharlal Nehru University in February 2022. Within hours of me assuming office, a false Twitter controversy arose where people constructed and peddled a false identity and tried to defame me. This came amidst the larger vitiated climate in the campus even before I arrived. Immediately, I had to expose the false campaign, break the divide and initiate a dialogue among diverse and differing groups. My response was simple, straight and honest: getting JNU back to its vibrant academic and research culture by reminding and focussing on its diverse culture and rekindling its inclusive and innovative norms through equality and equity.
58 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM What, in your opinion, is an ideal work environment in educational institutions? Academic autonomy with a deep commitment to Indian ethics can only be pursued if the state is prepared to increase its investment in education to double digits significantly. Like others, JNU is a public institution that has immensely contributed to poor and marginalised sections to pursue their social and political dreams. Hence, public institutions have to be nurtured by the state if we have to achieve the goal of a Vikasit Bharat in 2047. A balance between excellence and empathy is an absolute necessity. More importantly, Nari Shakti is critical for India's progress and more and more women should be encouraged to pursue higher education and contribute to public life. Centuries of patriarchy makes this process difficult, challenging and even frustrating. One has to fight the conservative mindset and encourage more women into higher education. This requires the creation of wider and more secure spaces for all. This can be pursued only through the existence and encouragement of multiple narratives that celebrate our diversity, democracy, deliberation, discussion and dissent. Unity must be cherished and encouraged not uniformity. What measures can you suggest to keep students actively involved and motivated during a class? Teachers need to be committed to teaching through passionate and up-to-date knowledge in their respective domains. Rote learning must give way to thinking and teachers must inspire students. While technology is critical, teachers must be smarter than AI and ChatGPT. Teachers have to use technology in teaching with multidisciplinary and interdisciplinary methods. Teachers can inspire the next generation through their commitment to their subject and be role models by imparting knowledge professionally. One can motivate students only through regularity, punctuality and professionalism with innovation rooted in our civilisational values. In a recent development, NAAC has instructed a new grading system for higher education institutes across India. Your comments on the new binary system of accreditation. The new binary system of accreditation draft has been circulated and suggestions have been invited. NAAC is conducting consultations with all stakeholders transparently and democratically. The binary process is welcome as it minimises corruption and data fudging through continuous assessment. This new approach is a progressive development. There needs to be certain sensitives to public higher education institutions as they contribute to bridging social and economic disparities. The state subsidises these institutions to fulfill the constitutional commitments and guarantees of equity and social justice. This is in contrast to most private institutes that view higher education as yet another business investment where fees are exorbitant with very little commitment to reducing economic and social disparities. English has become a global language and medium of education. How significant do you believe is to promote Indian languages as medium of teaching? All the Indian languages need to be taught, especially in primary school. Mother tongue is important for the holistic development of the child. At the same time, multilingualism must be encouraged in a culturally diverse country like ours for all. One language cannot be imposed in a country like India due to its commitment to diversity and pluralism. The medium of instruction must be the individual choice as it is a democratic right. The state must facilitate multilingualism for mobility and equal opportunity. English became a global language not by any fatwa but through its wider dissemination, access and professional success. Look at the irony - Britain is not part of the European Union, but English is still an official language. How do you look at the education sector transforming in the next couple of decades, with special reference to the higher education scenario? Any predictions for future of education. The education sector can be transformed only through better infrastructure. Public institutions will transform only through better infrastructure development. State investment in education will have to rise as more will enter in the coming decades. Private donations to public universities need to rise, especially corporates who must raise their investments and contributions to public universities. STEM subjects need to be holistically blended with social sciences, humanities and languages. Bharatiya narrative architecture will be identified, constructed and imparted. MOST INFLUENTIAL WOMEN IN EDUCATION
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60 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM By Meha Mathur and Barkha Rawat MOST INFLUENTIAL WOMEN IN EDUCATION "DEDICATION IS CRUCIAL IN RESEARCH" Ananya Mukherjee, Vice Chancellor, Shiv Nadar University, DelhiNCR was featured in BW Education's ‘Most Influential Women’ list on International Women’s Day. She shares her thoughts on what makes for a great research ethos in the country. Shiv Nadar University, Delhi-NCR, founded in 2011 under the visionary leadership of Shiv Nadar, embodies a visionary approach to education, innovation and academic excellence in India, with a focus on multidisciplinary education, researchdriven learning and inclusive practices. The institution is leading the charge to modernise higher education and develop the next generation of leaders in many industries. 60 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM
W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 61 about the ethos of inclusivity in India? To give a global perspective, inclusivity is a challenging ideal that requires addressing multiple dimensions, such as gender, race, age and ageism. For example, rural women in India face unique challenges compared to urban women in cities. And women in cities also face some unique challenges. In India, there is now more open acknowledgment of the need to equalise the playing field for different social groups. As far as women are concerned, I see a lot of open discussion about safety, and many women are also coming forward to take up these cases. I also see young men of all ages concerned about these issues and who want to be seen as champions of these causes. Women alone cannot bring about inclusion; it’s a societal agenda. Gender issue is more than just men versus women. It should also take into ambit LGBTQIA community. What are your views on that? Yes, inclusion should be about a society where more people feel included, regardless of gender. This is a global challenge as people struggle to make society inclusive. The goal should be to change norms so that society can be more tolerant and inclusive rather than focusing on specific groups like women or youth. These days, there is a lot of talk about how technology might reduce bias. Do you think that to be the case? Not automatically. Technology can potentially reduce biases, but it can also introduce new ones. For instance, there are biases based on skin tone. Only if we focus on harnessing the best technology – and where academic research can contribute significantly – can it happen. It’s MOST INFLUENTIAL WOMEN IN EDUCATION You have a stellar academic and research record and have published extensively. What kind of commitment and perseverance did you need to surge ahead on this trajectory? Publications are important for any academic. It is crucial that these publications are original and contribute to knowledge. This requires constant thinking and deep engagement with the subject matter. This has to be done within a limited time window as we are engaged in teaching, research and administrative work. Whereas dedication is mandatory in research, it also requires an academic to pose new questions. Peer review or evaluation is another aspect of publishing, where a ‘blind review’ is done – neither the author nor the reviewer knows whom the work belongs to. Despite receiving encouraging or discouraging feedback, persevering until the research gets published is essential. Writing books is another experience - it is different from journal writing, as it requires a complete story and a number of chapters. While it can be scary and challenging, writing books is a satisfying experience. Where does our country stand in terms of research ethos, where rigorous kind of work is required? As you mentioned that an academician has many responsibilities, how do women in academics juggle these responsibilities? The challenges faced by men and women in maintaining a healthy work-life balance is similar. However, during the pandemic, women faced additional challenges due to expectations and responsibilities of home. That disproportionately affected women. In some disciplines, the lab infrastructure may not be up to the required level; similarly, libraries may not be adequately equipped. Despite these challenges, I see a good appetite for big institutions to focus on research, but this is a long journey and not always easy. Women do need support and resources to maintain a healthy work-life balance. What are our country’s strengths in terms of research? India has numerous strengths in science, engineering, arts, culture and social sciences, but there has been considerable progress in specific areas. There is progress in vaccines, as we saw during the pandemic; similarly, there is an emphasis on semiconductors and quantum physics. But a few areas where India has strengths are in social sciences and humanities. We have a long tradition of knowledge in these fields. We had universities focused on arts, culture and different disciplines of social sciences. We also had wealth of knowledge around agriculture-related innovation. A lot has happened at the grassroots which has not been recorded rigorously in academic research. Much has happened in terms of crop diversity, water management etc, involving women. In University of British Columbia, your contribution to inclusivity is well known. What are some of the key takeaways from that experience? And what would you say W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 61
62 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM not that technology can make it happen automatically. It requires a conscious effort to overcome biases. In your position as a leader, what would you say about women leadership and the kind of challenges they face? The challenges women leaders face include balancing family, self and leadership responsibilities. To some extent, it’s true for everyone. Women often face more pressure, being dismissed for their qualities, such as compassion or firmness. If you are compassionate, you are considered weak; if you are firm, you are intimidating. The same qualities that are seen as good in men are negatively viewed in women. Also, there is a price for success. Successful women may not always be liked, and since relationships are important to women, fear of not being liked or taken into confidence can lead to feelings of inadequacy and concern for acceptance. There are fewer women in leadership positions, making it difficult for women to move forward. However, embracing leadership and moving forward is crucial to prevent perpetuation. I believe that becoming a leader despite barriers is a privilege and once you become a leader, it is an obligation to do what is necessary to move things forward. While it may not always be ideal, striving for improvement and progress in the field is essential. Coming to Shiv Nadar University, as a private university what have been some of the significant contributions the university has made and also if you can describe the research and development ethos and the skills ethos? What are you doing differently? Shiv Nadar University, Delhi-NCR, was founded in 2011 under the visionary leadership of Mr Shiv Nadar. The university started with a four-year degree with a multidisciplinary core curriculum covering various disciplines, including engineering, business, economics and history. This breadth of disciplines significantly impacts students, as it opens up their minds and empowers them in various aspects of life. The university also emphasises research, with all undergraduate degrees being research degrees. The fourth year is dedicated to independent projects, research or internships, providing hands-on practical learning and independent thinking-based projects. Graduates have theoretical and practical knowledge and the ability to apply their thinking to something original and novel. The university also offers master's and PhD programmes, with facilities built to support basic research. The university has also launched the Centre for Integrative and Translational Research, focusing on applying research to public health and public good. We are an institution of eminence, and one of the mandates is to do research that has social impact. We are committed to that. In all our programmes, we strive to provide knowledge and understanding of research to every student, irrespective of their discipline. How does the university provide industry experience to students? The university offers various industry experience programmes, including internships, regular interaction with industry experts, industry summits and collaborations with companies like Dassault Systèmes, We have the Atal Incubation Centre on campus, where new businesses are incubated and mentored. The Dassault Systèmes Center of Excellence was established in association with French Company Dassault, which has a 3D design platform. The centre is open to all students, not just those from the Design discipline. The centre is also hosting a project with ISRO on neuroscience – what cognitive changes happen to astronauts in space. The university is looking into programmes with industry presence and looking at inviting industry experts as professors of practice. The university also connects with the Chambers of Commerce through various channels. In terms of empowering youth, particularly those who cannot afford fees, how do you ensure that the meritorious students get the benefits of your programmes? The Shiv Nadar Foundation offers various scholarships and financial aid to meritorious students, including VidyaGyan, a Rural Leadership Academy for Meritorious Students. The foundation also supports boarding schools for grade VI students, ensuring they continue their education and attend top universities worldwide. Scholarships are available for students with family earning under Rs 8 lakh and some students receive support from the foundation. What message would you like to give to female students who want to go into academics? Being determined is very important. While there will be challenges along the way, there will also be blessings from unexpected sources. India has a fabric of support which protects individuals from societal pressures and can sometimes turn challenges into opportunities. The message is to make the most of this fabric, be determined and embrace challenges. Opportunities will come. MOST INFLUENTIAL WOMEN IN EDUCATION
W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 63 T he question of not a single IIT having a woman director was put to rest when Preeti Aghalayam, a professor of chemical engineering at IIT Madras, became the Director-in-Charge of newly opened IIT Zanzibar in July 2023. . Aghalayam obtained her BTech in Chemical Engineering from IIT Madras in 1995, and her PhD from the University of Massachusetts Amherst, in 2000. She has worked as a post doctoral research at MIT, Cambridge, and faculty at IIT Bombay. She joined IIT Madras in 2010. Her research is in the area of Chemical Reaction Engineering and she is an expert in Underground Coal Gasification, Automotive Aftertreatment and CO2 utilisation for hardto-abate sectors. She is also a keen proponent of game-based learning. Among her other responsibilities are handing international academic programmes at the Office of Global Engagement at IITM, and her role as the Nodal Officer for the Gender Advancement through Transforming By Meha Mathur We Shouldn’t Push Girls Into STEM Or Non-STEM Preeti Aghalayam, who became the Director-inCharge of offshore campus of IIT Madras in Zanzibar, roots for young students making career choices unencumbered by expectations or norms I am upset that there is a wall between STEM and non-STEM. Each discipline is served well by concepts of the other discipline MOST INFLUENTIAL WOMEN IN EDUCATION
64 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM Institutions (GATI) programme. She was recently acknowledged as one of the 75 Women in STEM by the Principal Scientific Advisor's office. As an academic in leadership role, Aghalayam sees the question of glass ceiling and women in STEM differently. She grew up in a household in Mysuru where scientific temper was fostered – father being a professor of chemistry would ask questions to both her daughters and discuss scientific concepts. Dinner table discussions, and conversations when father’s colleagues visited, also pertained to scientific methods. That rubbed off on young Aghalayam, who, as such was top of the class during school years. “It was not only about being a topper; science was genuinely fun, not at all stressful,” clears Aghalayam. Unconventional approach While her track record and brilliant science and maths teachers led her to pursue STEM and take up engineering, she says, “I am upset that there is a wall between STEM and non-STEM. Each discipline is served well by concepts of the other discipline. Humanities and social sciences are just as important as physics and chemistry.” Discussing the question of women in STEM, she says, “We don’t have to over-encourage any of the subjects. I would like young people to make their choices for themselves. I don’t think we should push girls into STEM because the world needs more women in STEM. It works for some, and it doesn’t work for others. We do well if we are in a field of our interest.” And she has exemplified that ethos with her extensive reading of literature right since school days. “All of us in the family have been avid readers and read whatever we could lay our hands on. Because I am engineer, it does not mean that that side of my brain should close.” Having read Jhumpa Lahiri and Chitra Banerjee MOST INFLUENTIAL WOMEN IN EDUCATION Divakurni when she was in the US and missing India, Aghalayam is now fond of Alexander McCall Smith, who writes fiction in the backdrop of Africa. Aghalayam acknowledges glass ceiling in academia, but putting the debate into perspective, she says, “At the end of the day, it (leadership) is not an award. There is a job to do. And everybody is watching how I am performing. In a leadership role, they will be judging you but will also be a bit inspired by you.” She adds with her characteristic humour, “I don’t personally like the term of breaking the glass ceiling. Because there would be pieces of glass around me then.” Heading IIT Zanzibar Aghalayam describes the deliberations that led to the launch of the Zanzibar campus. The need was felt to have diversity of ideas and relative research. “You cannot develop technology if you do not have world view
W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 65 MOST INFLUENTIAL WOMEN IN EDUCATION because then you won’t have something that you can scale,” she emphasises. Letters were sent out to several governments to explore interest in an offshore campus – as opposed to a satellite campus – and two countries evinced great interest. Zanzibar, on account of its geographical location – accessibility to both the African continent and the Middle East – was chosen. Aghalayam expresses happiness at the speed with which government machinery on both sides worked, to enable the inauguration of the campus on July 6, 2023. The offshore campus of IIT Madras is a “small, but mighty campus”, as Aghalayam puts it. The faculty from India, is going out to impart as much as they can, even utilising the term breaks to offer short-term courses. The academic rigour of IIT Madras, with zero compromise, is the foundation on which IIT Zanzibar is being developed. “Our promise is not just giving degrees but making them global citizens worthy of being employed by top companies of the world or being innovative and entrepreneurial wanting to create impact through science and research,” says Aghalayam. Besides putting in place processes that IIT Madras is known for, Aghalayam and team have striven to develop cultural understanding between students and faculty from India and Zanzibar. Festivals of India and Zanzibar are celebrated by all with equal fervour, with both communities enjoying each other’s food and customs. Aghalayam and others from India have taken it upon themselves to learn Swahili language, open to learning from students from Zanzibar. This act of spreading themselves in order to impart skills and knowledge to the best of their ability, as well as soaking in so much from others has been a source of really great excitement for Aghalayam. An unanticipated challenge that Aghalayam points out is that of people in other parts of the world not knowing about IIT system and the NIRF rankings. “IIT Madras is ranked one for so long in India. We never have to say anything about ourselves. When it comes to Africa, of course we have engagement with students in Africa and a reasonable number of students from Ethiopia and Kenya are studying at our campus in Chennai. But here, during webinars, when we say we are number one in India, their reaction is of puzzlement. They don’t know about NIRF. And for that matter about IIT Zanzibar. These are not household names. We assume everybody knows about us – that is not true. So, it’s a good challenge as we have to prove ourselves.”
66 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM By Poonam Singh MOST INFLUENTIAL WOMEN IN EDUCATION Neelima Gupta, Vice Chancellor, Doctor Harisingh Gour Sagar University, talks about her remarkable journey, which includes discovering new species and setting up of a well-equipped lab at her university Neelima Gupta, Vice Chancellor, Doctor Harisingh Gour Sagar University, discusses the challenges she faced and how she turned them into opportunities for young students, in an interview with BW Education. As a winner of multiple academic and research awards, she shares insights into her research areas, including systematics, parasitology, and aquatic pollution, with specialisations in Linnaean taxonomy and fish pathology. Excerpts: You have a great record in scientific research. What challenges did you face along the way, and how did perseverance help you overcome them? Being a science student, I encountered numerous challenges, particularly in my research on blood parasites at Aligarh Muslim University. Finding these parasites, known for their elusive nature, required spending whole days dedicated to searching. Despite the rigorous demands and the belief that parasites are “Perseverance Played A Crucial Role In My Journey”
WWW.BWEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 67 MOST INFLUENTIAL WOMEN IN EDUCATION Despite suggestions to move to larger institutions, I remained committed to smaller universities, believing in the importance of supporting these institutions a chance phenomenon, I persisted day and night. This dedication allowed me to expand my research into different areas and ultimately led to the discovery of 51 new species from various animal groups. This perseverance played a crucial role in my journey, leading to recognition from the Ministry of Environment and Forest and an award from the Union Environment Minister, heights I never imagined I would reach. What support did you receive from various government bodies and how did it contribute to your research success? I received significant support from both the state and central governments, as well as various other agencies. Initiatives like the Centre of Excellence and Saraswati Samman from the Uttar Pradesh Government, along with the Vigyan Ratna from the Council of Science and Technology, served as important boosters for my research endeavours. These recognitions, along with over 70 other awards, motivated me to work even harder and conduct more research. Despite facing challenges in accessing research facilities, such as when I became a founding member of a university, I managed to overcome these obstacles. With initial grants and the assistance of institutions like the Indian Veterinary Research Institute, I was able to establish my laboratory. Over time, my lab became one of the best in the country, equipped with advanced technologies like electron microscopes and DNA sequencing analysis, acquired through my research projects. My lab is now fully furnished with all the required facilities, eliminating the need to seek resources elsewhere. In the earlier stages of my career, I had the
68 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM opportunity to visit numerous foreign laboratories through sponsorships from organisations like the Indian National Science Academy. Despite suggestions to move to larger institutions, I remained committed to smaller universities, believing in the importance of supporting these institutions. Throughout my career, I've held administrative roles alongside my research pursuits, including serving as a vice-chancellor in multiple universities. I believe that being both an administrator and a researcher allows for a better understanding of the needs and challenges faced by researchers. How do you select mentors and distribute mentees, and what is the ratio of mentors to mentees? Selecting mentors and distributing mentees is a crucial process in research. Initially, I preferred observing the aptitude of students by having them work in my laboratory before assigning them specific research problems. This allows me to assess their capabilities and potential for research. Each student has unique strengths, whether it's fieldwork, laboratory work, statistics, or other areas. By recognising these strengths, we can assign research problems that align with their talents, enabling them to excel. It's essential to assess the potential and calibre of each student and guide them accordingly. How does the university address challenges faced by students who have cleared examinations but are unable to find mentors due to constraints like government regulations and reservation policies? This is indeed a genuine concern, and it's one we face at our university as well. Government regulations and reservation policies sometimes create situations where students who have cleared their examinations are unable to secure mentors due to limited vacancies. As a government university, we must adhere to these policies, and we can only fill seats based on available vacancies. Unfortunately, this means that some students may need to explore other university options. How does the university fulfil the aspirations of youth, particularly girls, and what is the ratio of female students in your university? The empowerment of girls and the fulfilment of their aspirations are significant priorities for both the university and the government. Government schemes like ‘Beti Bachao Beti Padhao’ and initiatives such as Sukanya Samriddhi Yojana and Balika Samriddhi Yojana have encouraged girls' education and provided financial support. Scholarships and fellowships are also available for girls pursuing higher studies and research, including international collaborations. At our university, we also strive to support the interests of female students. We provide various facilities and opportunities tailored to their needs. Additionally, the New Education Policy (NEP) has introduced provisions that empower female students further. For example, girls can now store their academic credits under the Academic Bank of Credit (ABC) and pursue certificate or diploma courses, or transfer to different universities without losing their progress. These measures provide them with better opportunities for education and career advancement. How has the implementation of the NEP impacted the campus? Implementing NEP 2020 at our university has been a significant milestone, and we've witnessed its impact over the past two years. Our curriculum and credit framework were designed in alignment with NEP principles, focusing on holistic development and offering flexibility to students through multiple entry and exit points across eight semesters. We prioritised holistic development by integrating communication skills, ethics, culture, and computational skills into the curriculum. Moreover, we emphasised the importance of performing arts and community engagement to foster well-rounded students. NEP's emphasis on multilingualism prompted us to promote regional languages, and our university contributed 12 books to the 100 released by Prime Minister Narendra Modi. We are actively encouraging students from diverse linguistic backgrounds to interact and learn from each other, facilitating multilingualism on campus. Additionally, NEP's focus on creativity, critical thinking, and experiential learning led us to establish a robust infrastructure for promoting these skills. We have also been promoting experiential learning through lab sessions, field trips, internships, apprenticeships, and community outreach initiatives. Finally, NEP's emphasis on multidisciplinary education prompted By Poonam Singh MOST INFLUENTIAL WOMEN IN EDUCATION
W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 69 us to introduce major-minor combinations, allowing students to pursue diverse interests alongside their core subjects. What challenges is higher education facing at the moment? The biggest challenges, I think, are twofold: one is the faculty and the other is finances. These are the challenges because the government wants us to gradually split up and have smaller universities, even upgrading colleges to become universities or clusters. But then, if we want to go for that, we must increase our infrastructure, and for that, we need a lot of grants. The government is supporting us; I had a meeting with the ministry recently, and they want to develop the infrastructure and all. Of course, the government is also in a mission mode. We are doing the recruitment. On one hand, we are trying to expand our different courses, going for holistic development, and experiential learning, but then we must have those facilities also. We have to work to create better infrastructure. We need to have very good mentors, teachers, and faculty members who can guide our students and understand them. Right now, what is happening is that we have very big classrooms. This is the difference between India and foreign countries. In foreign countries, you have a very limited number of students, and you can pay personal attention to them. Here, if you go to a classroom in a law or commerce classroom, you find that 60 students are sitting there. So, how to reduce this teacher-student ratio, how to have better facilities in our university is a very big challenge, Why are our students going to study abroad? Initially, I used to say 5 lakh students were going abroad per year. Then I started saying 7 lakh. In 2023, 13 lakh students have gone to foreign countries. That is why we have to build better infrastructural facilities. We have to retain our best students from going abroad. I am sure that if we can implement NEP-2020 fully, our education system, which happens to be one of the largest in the world, would also become one of the best. Could you shed some light on the challenges regarding faculty norms and recruitment in academia? With a significant number of individuals enrolled in PhD programmes, why is it difficult to place them in faculty positions? Moreover, why do stringent criteria, potentially influenced by factors like the Seventh Pay Commission, hinder the hiring of more faculty members despite facing a faculty crunch? We do not face any issues with existing assistant professor positions as we have a substantial number of qualified candidates with PhDs. Our university strictly adheres to UGC norms without any relaxation, ensuring high-quality candidates for assistant professor roles. Finding suitable candidates for associate professor and professor positions is challenging due to stringent eligibility norms. Additionally, the automatic promotion system in universities discourages movement, resulting in few candidates willing to relocate. With the mission-mode recruitment process, we are addressing long-standing technical issues in appointments. Last year alone, I made 150 appointments, with 100 more advertised. As we fill these positions, our university will become more stable. The turnover of senior staff underscores the need for capable replacements who align with NEP 2020 goals. The introduction of the 'professor of practice' concept by UGC allows for hiring experienced individuals without formal degrees, enhancing flexibility in recruitment. We have the flexibility to appoint based on talent rather than rigid norms. This shift makes our system more dynamic. With lucidity, we aim to attract more teachers and students, fostering a vibrant education system. MOST INFLUENTIAL WOMEN IN EDUCATION I believe that being both an administrator and a researcher allows for a better understanding of the needs and challenges faced by researchers
70 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM By Suchita Sail MOST INFLUENTIAL WOMEN IN EDUCATION Anuradha Joshi, Principal, Sardar Patel Vidyalaya, believes teaching in mother tongues breaks social barriers and brings equity to society “Learning In Mother Tongue Gives A Sense Of Empowerment”
W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 71 MOST INFLUENTIAL WOMEN IN EDUCATION People think that a teacher can be replaced by a machine, I strongly disagree. A human is a human for his social skills, which no machine can teach you S ardar Patel Vidyalaya, New Delhi, is known for its child-centric education and instruction in Hindi at primary level. In conversation with BW Education, Anuradha Joshi, Principal, Sardar Patel Vidyalaya, shares how the institution making a difference in the education sector. Excerpts: How does the National Education Policy align with the vision of your mission and goals? At the fundamental level, I look at education in the context of learning. There are three things that I would like: One, it needs to address the needs of children i.e. it needs to be children-centric. It needs to be empowering - making make children lifelong learners even when the world changes. The basic concept of education is to empower children irrespective of time and circumstance and that is what the NEP also stress. The learning process should include an understanding of metacognition, as it leads to empowerment. To simplify, children should be aware of how they learn best during their school journey. Every education policy aims to provide the best learning to the students, and I believe if a child is aware of his capabilities, he can further control himself and eventually learn everything in a better way. Educators need to recognise this and adapt their teaching methods accordingly. The NEP emphasises this need for personalised learning. Technology plays a crucial role in facilitating this personalised approach, much like Newton's laws of motion are fundamental in physics. Just as every action has an equal and opposite reaction, every learner has unique needs that should be addressed in the education system. Your school has adopted Hindi as a medium of instruction till the class V. What is the vision behind that and how it is influencing the education pattern? Before learning a language, a child learns the learning process itself and once he is done with that, he can learn anything. That is why my institution's emphasis is to train the students in their mother tongue, a language he was aware till the age of 3. If the learning process links with his surroundings, the process gets stronger and involves communities. As the phrase said, ‘It takes a village to raise a child’, teaching in mother tongues also break the social barriers and brings equity in the society. When students do not understand the language, they start to mug up things. While learning in one’s mother tongue gives them a sense of empowerment and whatever they learn becomes their own knowledge. I feel incredibly fortunate to have joined a school with a rich history spanning 70 years, where traditions and processes have been firmly established. Parents have long recognised and appreciated the school's excellence, and I share their belief in its values.
72 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM Teachers’ professional development is another part where NEP emphasises. How is your school is working on the same. It's essential for educators to continuously adapt their skills to keep pace with changing times. With the abundance of information available through various media channels, teachers must go beyond being the sole source of knowledge. They need to equip themselves with a diverse set of skills, not just limited to digitisation, to effectively fulfil their role in educating students. For instance, teaching outdated practices like writing postcards when email is prevalent, would be inadequate preparation for students. Moreover, in today's interconnected world, understanding global events and cultural differences is vital for collaboration and success. Teachers play a crucial role in preparing students to navigate this global landscape and embrace their identity within it. As such, ongoing professional development is imperative to meet the evolving needs and challenges of education. If you look at the problems around you, the evolving methodologies around you, it just becomes important that you train yourself. How do you see technological intervention in educational processes? Do you think there should be a limit to it? Yes, I look at it very differently. People think that a teacher can be replaced by a machine, I strongly disagree. A human is a human for his social skills, which no machine can teach you. Countries that rely very heavily on digitisation, and machines, face loneliness. Whereas one of India's biggest strengths was the setup of the collective family, the joint family. There was a grandmother present in the house, and children didn't need as much counselling as they may perhaps need today. There was someone who found the time and the energy to listen to them. A lot of problems children face today come from two things: One, they lack friends because everyone is connected to a device. Two, because they're connected to a device, it naturally follows that the entire house is connected to a device. So, there's nobody who's sitting and actively listening to them, truly interested in what they say. Additionally, with the introduction of new technologies like cloud kitchens, automated blankets, and Chat GPT, there's a fear that our dependence on them will further erode our ability to think deeply. While I appreciate the benefits technology brings, I'm concerned about its potential to diminish our cognitive abilities. Apart from language, what are other aspects of Indian culture that Sardar Patel Vidyalaya is focusing on and striving to foster? For any education to be relevant, it needs to be relevant to one’s country, context, and culture. How can one stay in India and not understand India? Understanding our own country and its problems is part of our education. So what we in this school lay emphasis on understanding of both global and local. Living in a country like India, where we celebrate the arrival of monsoon after the summer, it's ingrained in us to appreciate the significance of rain. This is reflected in various aspects of our culture, such as attire, cuisine, language, and festivals. Embracing our environment and its nuances is what makes us naturally Indian. While we are influenced by global trends, it's essential to seek solutions that are compatible with our Indian context. Merely adopting solutions from the West may not align with our needs and values. Sustainability is emerging as the approach to conserve the environment. How does your school infuse the same through practices? While sustainability has recently gained popularity due to the pressing environmental issues we face today, it has been at the core of our principles for over 50 years. Drawing inspiration from Gandhian ideals, we believe in not taking more from the Earth than we can give back. This principle has been ingrained in our ethos for about 25 years. Our commitment to sustainability is evident in various aspects of our daily practices. For instance, we prioritise the use of recycled paper and discourage wasteful habits. Plastic usage has been minimised for an extended period, and we have recently taken steps to eliminate even small plastic items like toffee wrappers, which children traditionally bring for birthday celebrations. Our campus boasts a green environment where nothing goes to waste. We operate a local canteen that serves homemade food, avoiding packaged items. Additionally, even our milk is sourced without the use of cartons or plastic packaging. Our aim is to achieve Net Zero garbage, and we are steadily progressing towards that goal. We prioritise organic practices, avoiding the use of pesticides and chemicals. Kitchen waste is composted and used to nurture our organic garden, where children actively participate in growing fruits and vegetables. Research worldwide supports the notion that children raised in such green environments exhibit lower levels of aggression. MOST INFLUENTIAL WOMEN IN EDUCATION
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74 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM By Suchita Sail MOST INFLUENTIAL WOMEN IN EDUCATION "CREATING AN ECOSYSTEM WHERE GIRLS TRULY THRIVE" Shaheen Mistri, who founded Teach For India, describes what makes education truly gender inclusive
W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 75 How did you develop a team of experts who could resonate with your philosophy? I believe that the work of teaching in India’s classrooms, at the grassroots level, is truly the most important, urgent, and transformational work that one can choose to do in today’s world. Because today, the work of a teacher is not just to teach, but to build our nation’s leaders in our classrooms. And any individual who believes in this idea, who truly cares about the kind of schools and classrooms that are shaping our children, would naturally also share Teach For India’s philosophy - this belief in the limitless potential of our children, and the need for compassionate leaders who are capable of driving change at all levels of the system. We have always held a high bar for our team and for each other, from the Fellows in our classrooms, to the members of our staff who continue to support and amplify our work with children. Some values that we hold very close as we do this work are love, empathy, integrity, and excellence. We embody a sense of possibility that fuels our passion even in the face of overwhelming odds, and we try to create a culture of achievement, support, and growth for every individual that we work with - from students, to Fellows, to all staff members. We also really value expertise, experience, and commitment to the work. It’s important to recognise that the work of the social sector is challenging and demanding (even more so, when it comes to children and education), and it’s crucial to develop a team that is able to find inspiration, energy, joy, and hope in working towards a vision like ours. What is the impact that your organisation has created? Today, Teach For India impacts over 34,000 children through the direct work of over 1,000 Fellows and 250 staff members across eight cities and has produced over 13,500 student MOST INFLUENTIAL WOMEN IN EDUCATION What was the driving force behind starting Teach for India? And how was the idea developed and executed? I was born in Mumbai, grew up in five different countries, and at the age of eighteen, returned to Mumbai, feeling the need to do something about the unequal opportunities that children have in India. As a student at St. Xavier’s College, I was inspired by the desire to shift the needle on inequity in education in India and founded the first Akanksha centre in 1989 with 15 children, which was at that time rooted in the idea of using vacant classrooms in big schools, colleges and offices as learning centres for underprivileged children. I also realised that it was important for change to happen at a large scale so that many people come on board, helping in educating the underprivileged. And so, the concept of Teach For India emerged. This idea manifested more strongly when I met Wendy Kopp, CEO and founder of Teach for America, to discuss if it was a viable decision to start something similar back home. And this idea was also inspired by one of my mentors, Jayesh Patel or Jayeshbhai, co-founder and director of Manav Sadhna, an NGO based out of the Gandhi Ashram in Ahmedabad. In the summer of 2008, I started Teach For India, with the vision of providing an excellent education to all children across India through building a pipeline of leaders committed to ending educational inequity in India. The Teach For India Fellowship enlists India's most promising college graduates and young professionals to spend two years teaching in low-income schools, attempting to bridge the educational gap in the country. We started small, with just our Pune and Mumbai sites, and now, 15 years later, we have over 4,500 alumni, 1,000 Fellows, and 250 staff members, impacting over 34,000 children across our eight cities. We provide training and support to our fellows to ensure they are equipped with the knowledge and skills to address the specific needs and challenges faced by diverse groups in the classroom
76 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM alumni. Additionally, the Teach For India Alumni community is 4,500+ members strong, impacting 1 million children directly, and reaching 50 million children indirectly. Teach For India is an advocate for student voice and partnership and has launched high-impact initiatives like the Maya Musical, the Kids Education Revolution, and The Greatest Show on Earth which explore student leadership. Knowing the power of teachers as leaders, we conceptualised Firki, a Teacher Training Portal which is a highly curated, one-stop platform for teachers to learn and grow together. Firki currently reaches 142,000 users. And driven by the need to reach the last child in India, we started TFIx, which is an incubator for passionate education entrepreneurs who are willing to adapt Teach For India’s model to their context and region in rural areas. TFIx entrepreneurs currently reach over 200,000 children across India. How are you ensuring the right skills, including computer literacy for those you reach out to? Ensuring that our students are learning skills that are relevant, current, integrated, and aligned with the demands of the 21st century workforce is a top priority for us, especially as we design curriculum, equip Fellows with pedagogical tools, and think about different assessment formats. Particularly in the aftermath of the pandemic, the entire education system has felt the need for digital literacy more urgently than ever before, and ensuring that we are capitalising on this opportunity to bridge the digital divide to some extent is crucial. At a curriculum level, we emphasise foundational literacy and numeracy, and integrate 21st century skills like communication, creativity, collaboration, problem-solving, and more into our teaching resources. We design and implement lesson plans that integrate technology, ensuring that students have exposure to computers and digital tools from an early age. This integration is not only aimed at teaching technical skills but also at fostering critical thinking, innovation, adaptability, and creativity through the use of technology. Our Fellows are equipped with teaching tools, resources, and training that allows them to leverage technology at all levels, from asynchronous and self-paced learning, to diagnostic assessments, and even providing exposure. By empowering our teachers, we ensure that they can effectively impart digital skills to their students, or access opportunities that enable these skills to be practiced and prioritised in ways that are meaningful for children that we work with. By integrating technology into the curriculum, providing access to resources, training teachers, and engaging the MOST INFLUENTIAL WOMEN IN EDUCATION
W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 77 MOST INFLUENTIAL WOMEN IN EDUCATION community wherever possible (through community impact projects, outreach, and engagement), we aim to empower students to thrive in an increasingly digital world. Physical, mental, and emotional well-being are important aspects of any education initiative. What has been your approach in this regard? At an organisational level, we recognise that physical, mental, and emotional wellbeing are integral to a child's overall development, academic success, and ability to cope with challenges and failures. We prioritise holistic education by incorporating social-emotional learning and value-based learning into our curriculum and providing personalised support services for students facing challenges that negatively impact their health and wellbeing. We also believe in leveraging arts, and the performance arts in particular, as a medium of expression, and an outlet for children to explore, express, and discover their own feelings, abilities, and interests. We also offer training and resources for teachers to create safe and inclusive learning environments that promote well-being. Every Fellow in our programme receives guidance on creating safe spaces within and outside our classrooms - and many of them go above and beyond to tackle specific issues, needs, and interests that come up for their students. At a more personal level, I manage my own wellbeing by trying to live fully in the moment, and have become better at accepting the things I choose not to do without feeling guilty or apologetic. I try to organise my time well, and simply have support to do the many things that I do. I also keep myself surrounded by people who keep me energised, and continue to work directly with children to fuel my purpose. How can the cause of inclusive education, with equal opportunities for girls, be realised in our country? Making our education system gender inclusive is about more than just the number of girls in our classrooms. It takes a lot to create a school ecosystem that girls don’t just attend, but actually thrive in - a system that keeps them in school, creates spaces designed intentionally to serve their interests and development, and provides access to opportunities, platforms, and resources that enable them to break through gender barriers and stereotypes. Leadership is a key aspect of inclusive education, and in providing equal opportunities for girls. In our recruitment process, we actively seek out leaders and educators who can serve as role models and mentors for girls in underserved communities. We provide training and support to our Fellows to ensure they are equipped with the knowledge and skills to address the specific needs and challenges faced by diverse groups in the classroom. This includes training on gender-sensitive teaching practices, strategies to foster confidence and leadership skills among girls, and approaches to promote girls' participation and engagement in subjects that otherwise may seem out of reach. At a curriculum level, by simply providing a curriculum that is relevant, relatable, and inclusive, we can inspire girls to pursue their interests and aspirations without limitations. Most girls are told at a very young age that they can or cannot be something, must or must not do something, and should or should not say something - and schools can do a lot to help our girls unlearn this conditioning. More importantly, the actions, mindset, and behaviours of a teacher can go a long way towards helping girls find their voice, their passion, and their ambition. We embody a sense of possibility that fuels our passion even in the face of overwhelming odds, and we try to create a culture of achievement, support, and growth for every individual that we work with
78 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM By Suchita Sail MOST INFLUENTIAL WOMEN IN EDUCATION Meera Shenoy, Founder and CEO, Youth4Jobs, describes the organisation’s transformative journey as South Asia’s largest skilling platform for youth with disabilities and her unwavering commitment to empowering this exceptional group of future leaders Meera Shenoy, Founder and CEO, Youth4Jobs, has gained national recognition for her steadfast dedication to empowering disabled youth in India. With a vast background in senior government positions and esteemed organisations like the World Bank and the UN, she is utilising her extensive expertise to propel the mission of Youth4Jobs and nurture its organisational development. Edited excerpts: What inspired you to initiate Youth4Jobs? Youth4Jobs has been founded to break the cycle of poverty for young people with disabilities. Our strategy for achieving this goal involves equipping them with modern skills and connecting them to sustainable job opportunities. Although our main focus is on employment, we also recognise the significance of promoting entrepreneurship. Ultimately, our mission is to create a substantial impact on the entire nation of Bharat, guided by the values of Mahatma Gandhi. Empowering Specially Abled Leadership Of Tomorrow
W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 79 MOST INFLUENTIAL WOMEN IN EDUCATION Women with disabilities face the highest level of marginalisation; despite the presence of numerous gender programmes, they are often overlooked and treated as just women, making them invisible There are 21 disabilities recognised by the Right to PwD Act. For instance, during my interactions with visually impaired youth across the nation, I have observed that a significant number of them struggle to find employment due to their strong focus on securing government positions, which can be quite challenging to attain. As a result, we have implemented innovative approaches such as providing digital training in Jaws, NVDA, English communication skills and coaching in various subjects, to assist visually impaired individuals in their pursuit of government job opportunities. How does the organisation prepare disabled youths for employment in companies? We have identified that keeping track of the changing needs of companies in the job market is crucial when placing disabled youth in organisations. We ensure that our training programmes are tailored to meet these evolving requirements. Additionally, we understand that training youth with disabilities requires a unique approach, but equipping them with essential skills for the modern world is essential. Therefore, we focus on developing their English proficiency, life skills, soft skills and digital literacy, guiding them towards potential job opportunities in sectors such as retail or e-commerce. How does Youth4Jobs convince businesses to hire individuals with disabilities? We address any concerns or questions raised by companies, as their hesitation to hire individuals with disabilities often stems from a lack of understanding rather than unwillingness. Our services include providing companies with awareness sessions on various disabilities, developing job role matrices, conducting accessibility audits, organising sign language workshops and offering assistance with assistive devices. Through our workshops, we aim to assist businesses in successfully integrating our trained specially-abled students into their workforce, assuring their role in
80 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM fostering an inclusive work environment. Teaching a disabled person can be a challenging endeavour and when it involves training women with special needs, the obstacles can be even more pronounced. How do you address this issue? Women with disabilities face the highest level of marginalisation. Despite the presence of numerous gender programmes, they are often overlooked and treated as just women, making them invisible. During the Covid pandemic, we received numerous calls from women with disabilities, including young widows and mothers. They expressed their desire for financial support. In response, we initiated a special programme and conducted online training sessions in the afternoon to accommodate their household responsibilities in the morning. After six months, a pro bono survey conducted with the help of McKinsey revealed significant improvements in various aspects of our initiative such as family health, education and reduced instances of sexual exploitation. These women, who previously had no voice, now had a say in both their families and communities. Recognising the need for further action, we launched a global initiative called ‘We Do', focussing on MOST INFLUENTIAL WOMEN IN EDUCATION empowering women entrepreneurs with disabilities worldwide. What steps are you taking to ensure the visibility and inclusion of women with disabilities in the workplace? Despite the staggering number of 300 million women with disabilities, they continue to be neglected and receive insufficient attention. So, our priority is to ensure that all platforms, regardless of their purpose, allocate at least 10 per cent of their resources to women with disabilities. Additionally, we are actively collaborating with governments, companies and other organisations to integrate disability inclusion, specifically for women. We have already engaged in discussions with two governments regarding this matter, indicating progress in our efforts. Furthermore, we are in the process of establishing a global award to recognise and celebrate women entrepreneurs with disabilities. To address the invisibility of these women, we recently published a booklet titled ‘From Invisible to Visible: Studies on Entrepreneurs with Disabilities from India'. Please share more about the booklet. Our dedicated research team invested considerable time and effort in compiling this publication, as it was challenging to locate relevant information. I had the privilege of unveiling this book at the Zero-conference held at the UN headquarters in Vienna. Our next objective is to release a series of booklets featuring women with disabilities from different regions worldwide. Through these initiatives, we aim to shed light on the experiences and achievements of these remarkable individuals who have triumphed over numerous obstacles to establish themselves as entrepreneurs, despite being underappreciated on an international level. How would you describe the success of Youth4Job? Our efforts were recognised when we received the MIT Future of the World Asian Award. The judges unanimously agreed that we have a significant impact on the demand and supply dynamics. They suggested that our next step should be establishing a job platform dedicated to persons with disabilities (PwDs). Upon returning to India, I deliberated on whether to pursue this endeavour, considering the substantial investment it would require. Eventually, I decided to move forward with the idea, leading to the establishment of Swarajability. Swarajability is a platform powered by artificial intelligence that was created in collaboration with IIT Hyderabad. The term ‘Swaraj' symbolises freedom, while ‘ability' reflects our confidence in the skills of people with disabilities. This platform is designed to be fully inclusive, allowing those with visual or hearing impairments to navigate the content effortlessly. Through a simple click of a button, a visually impaired individual can listen to the text on the platform using speech technology and there are also videos presented in sign language for accessibility.
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82 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM By Suchita Sail MOST INFLUENTIAL WOMEN IN EDUCATION Farida Lambay, an education and social activist with close to 30-year background, was instrumental in founding Pratham in 1995. She now leads the Pratham Council for vulnerable children and supervises Pratham's on-the-ground efforts in Mumbai and Gujarat "Education Acts As An Equaliser" F arida Lambay, former Vice Principal, Nirmala Niketan College of Social Work in Mumbai, has spearheaded different initiatives such as Prerana (supporting sex workers' rights in Kamathipura, Mumbai) and YUVA (tackling social problems with the help of youth), as well as organising multiple disaster relief efforts. She received the Indira Gandhi Memorial Award in 2015 for her commitment to education and child welfare. BW Education interviews this remarkable advocate. Edited excerpts: How does education serve as a means to disrupt the cycle of gender inequality and enable women to lead satisfying lives? Having been involved in the field of education for over four decades, I, as a female, can confidently state that education has helped our nation to make significant progress in addressing gender inequality. However, there is still a long way to go and we must strive for greater achievements. Throughout the years, one noticeable change has been the shift in people's aspirations, with a growing emphasis on the value of education. At Pratham, we deeply respect this societal transformation and are committed to providing education to every child and woman supporting them to shape their destiny. I firmly believe that education serves as the ultimate equaliser in our country and helps a woman to lead a satisfying progressive life that is ultimately not restricted to the kitchen. In 1995, you established Pratham, a non-governmental organisation. How has this NGO been instrumental in engaging with local communities to ensure that educational op
W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 83 MOST INFLUENTIAL WOMEN IN EDUCATION My co-founder and I have always believed that any work done must involve the community, particularly the beneficiaries. It is crucial to collaborate with them rather than simply working for them portunities are accessible for children? We initiated our journey in Mumbai and have now expanded our reach across the entire country. We currently employ approximately 6,700 individuals and cater to around 5.5 million children, both directly and indirectly. Since the inception of our organisation, my co-founder and I have always believed that any work done must involve the community, particularly the beneficiaries. It is crucial to collaborate with them rather than simply working for them. When focussing on communities where children attend municipal or government schools, it is essential to gain their support. Initially, we found it very challenging to convince parents to send their children to school as they preferred sending them to work instead. However, over the past 30 years, there has been a significant shift. We used to encourage parents to prioritise education, as their involvement was limited to enrolling their children in school. Presently, parents are more empowered and educated. Three decades ago, parental education was scarce, but now we see a rise in young, educated parents, particularly mothers, who have completed at least 10th grade of schooling. Elaborate on Pratham's contribution to educating women. Pratham is deeply committed to early childhood education. Initially, our focus was on the age group of 6 to 14 years, in line with the right to education. However, we soon realised that many girls in rural areas were not attending school due
84 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM to various reasons and were dropping out altogether. In response, we expanded our project and introduced the ‘second chance’ programme, offering a bridge course to help them grasp the basics and prepare for the tenth-grade exams, thus enabling them to seek employment opportunities. There were also women aged 45 or 40 who joined our programme with aspirations for government jobs. Furthermore, we launched a successful initiative known as NIOs (National Open School), which allows girls to take exams at their own pace. Instead of having to pass all seven subjects at once, they can opt to complete three subjects initially, reducing the stress and pressure associated with exams and extensive studying. The second chance programme for girls has been a remarkable success story, particularly in Rajasthan where several of them had never received formal education. Explain your programme aimed at empowering women by providing training in industries typically dominated by men. We are training young women to acquire fascinating skills in plumbing and electrical work, which were traditionally considered male-dominated professions. This initiative of ours can be particularly observed in Mumbai, where you can witness the increasing number of girls who are actively participating in these fields. Engaging in conversations with them our efforts have successfully contributed to the empowerment of females. How does Pratham leverage technology and innovation to expand access to education for women and girls, particularly in remote areas? Our ASA report indicates that 86 per cent of people in rural areas use smartphones. Despite this, only 66 per cent can effectively use them, mainly due to gender disparities. We are working towards empowering women in rural and poor households by providing them with smartphones and sending educational lessons to ensure they educate their children. Our digital education initiatives have been successful and we are now expanding to include English and Hindi lessons. We are constantly adapting to new technologies to cater to the needs of underprivileged MOST INFLUENTIAL WOMEN IN EDUCATION communities and the digital boom has significantly improved our outreach to remote areas. Elucidate Pratham’s involvement in protecting and promoting laws against child labour. We have made significant strides in addressing the issue of child labour, especially through our collaboration with the government. Nearly 50,000 children under the age of 14 have been successfully rescued from various industries like Jarzu seed leather and Kanipuri stalls, mainly from BIMARU states. Our approach to rescue, repatriation and rehabilitation has proven to be highly effective and unique. We have set a precedent as no other organisation has achieved this level of success. Our work has highlighted the absence of established standard operating procedures or regulations for the rehabilitation process. By showcasing our methods, we have advocated for change and influenced the government to amend child labour laws. While we do not take full credit, Pratham has played a significant role in bringing about this important change. Consequently, all forms of child labour below the age of 14 have now been banned, regardless of their hazardous nature. Can you share success stories of women and girls whose lives have been transformed through Pratham's educational interventions? There are various stories to tell and among them is the tale of Summaia Naaz, a 36-year-old individual residing in Hyderabad, Telangana. Summaia, a devoted mother of two, is married to a taxi driver. Despite not finishing her education, she has always nurtured a strong aspiration to continue her studies. We extended our support to her in taking her grade X Board exams. With unwavering determination and diligent efforts, she achieved an impressive score of 89 per cent. Currently, Summaia is employed at a nutrition centre where she provides valuable advice and guidance to individuals striving for healthier lifestyles.
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86 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM By Musharrat Shahin MOST INFLUENTIAL WOMEN IN EDUCATION Safeena Husain, Founder and Board Member, Educate Girls, shares her inspiring story of empowering girls through education in an interview with BW Education ADVOCATING FOR AN EDUCATIONAL CHANGE What motivated you to advocate for the education of girls in India? One of the main reasons that led me to support girls' education was my personal experience as I faced a break in my education, but with the help of some incredible individuals, I managed to complete my studies. Another reason is my passion for education. Sixteen years ago, when I started working in the field of education, people didn't fully understand the importance of learning but I was compelled to advocate for girls' education as it is considered the best investment according to the World Bank. The Sustainable Development Goals and Millennium Development Goals further reinforced my idea that educating girls can have a significant impact on their lives. Lastly, the most crucial reason for me was the belief that education is a fundamental right for everyone. It was disheartening to see so many girls in our country being deprived of this right, which motivated me to work towards ensuring equal educational opportunities for all. In what ways does your organisation ‘Educate Girls’ facilitate a shift in the conventional norms that display bias or limited access to girls' education? Girls' education holds immense significance and the main reason for the educational gap stems from the biased mindset prevalent in society, which hinders girls' access to literacy and higher education. When we started Educate Girls, one of the challenges was finding girls who had either left school or never enrolled due to unreliable data and various complexities. Changing mindsets was crucial, so we visited villagers' homes to encourage them to advocate for out-ofschool girls. We conducted surveys, similar to a census, targetting girls and found that they were concentrated in specific areas rather than evenly spread out. With this data, we allocated our resources effectively and started our educational support. Our methodologies helped us reach out-of-school girls in districts like Uttar Pradesh or Bihar before we even started working there. We then build a team of dedicated Balika volunteers to promote girls' education in their communities. After the girls return to school, we offer a bridge course to address any learning gaps, focussing on literacy and numeracy skills in English, Hindi and Mathematics. The journey we embarked on years ago now carries on in the digital era, utilising predictive analytics, artificial intelligence and machine learning to precisely pinpoint the girls in need, thereby advancing Educate Girls' primary objective of empowering girls through education.
W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 87 What campaigns conducted by Educate Girls contributed to reaching the objective? Our organisation's objective was achieved through a range of activities, including graffiti, door-to-door campaigning, information dissemination, large gatherings, village-level meetings and neighbourhood meetings. The approach we took depended on the size of the village and the scale of the issue at hand. For instance, if there was a concentration of girls not attending school in a specific area, we would organise a community meeting in that neighbourhood to persuade the residents. However, if the problem extended throughout the entire village, we would arrange village meetings and other similar initiatives. The responsibility of carrying out these campaigns and mobilisation efforts primarily fell on our team ‘Balika’ which includes about 20,000 community volunteers who acted as representatives of the community. Furthermore, our partnership with the government, specifically collaborating with sarpanch, ward punch, headmasters and teachers, played a crucial role in implementing a comprehensive strategy that effectively changed traditional mindset and boosted our endeavours. Can you provide further information about your collaboration with the government? Our collaboration is primarily with the MOST INFLUENTIAL WOMEN IN EDUCATION Girls' education holds immense significance and the main reason for the educational gap stems from the biased mindset prevalent in society, which hinders girls' access to literacy and higher education at the village level, where we strive to create a demand for girls' education. Therefore, there is a strong synergy between the state governments and our on-ground initiatives. Can you elaborate on the Educate Girls' programmes? There are significant components to our work. The first one covers grades one to eight, which is in line with the Right to Education Act. This includes primary school and middle school education. Our programmatic activities involve establishing a village-level team of female volunteers, who act as local gender champions. We provide support for all learning activities, including a foundational literacy and numeracy curriculum for third, fourth and fifth graders. Additionally, we offer English, Maths and life skills programmes for older girls in grades six to eight to enhance their learning outcomes and boost their confidence. For girls beyond grade eight who face challenges such as educational gaps due to various reasons, we provide a second chance programme at the village level to help them continue their education and pass their 10th-grade exam. Explain the impact of Educate Girls on society. Over the past 16 years, we have successfully connected with approximately 1.4 million girls by persuading and mobilising their families to reintegrate them into the education system. Our educational curriculum has positively impacted around 1.9 million children, including both boys and girls. Moreover, our second chance programme, which initially started with 300 girls, has now grown to include over 11,000 participants this year alone. The increase in our numbers has been remarkable, showcasing our commitment to expanding our reach and influence. What initially began in a few villages in Rajasthan has now expanded to include other states like Madhya Pradesh, Uttar Pradesh and Bihar. Our programme covers nearly 24,000 villages in these states, thanks to the invaluable support of our team Balika. state governments as education falls under their jurisdiction and our efforts are in line with the National Policy and the Right to Education Act. We receive support from the government machinery at various levels, starting from the village level, progressing to the block level, district level and ultimately the state level. This ensures that both the government and our organisation are working towards the same goals. It is important to note that the government primarily focusses on the supply side, such as building schools, hiring teachers and developing educational materials. However, our role comes into play
88 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM By Musharrat Shahin MOST INFLUENTIAL WOMEN IN EDUCATION Nayanjot Lahiri explores insights on preserving heritage, the evolution of women's contributions in historical research, reflections on Emperor Ashoka's leadership and a powerful message on women's empowerment Preserving Heritage With Ancient Stories
W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 89 Nayanjot Lahiri, an eminent historian, archaeologist and author, has contributed immensely to our understanding of ancient history. A professor at Ashoka University, she has written a large number of books including The Archaeology of Indian Trade Routes (1992); The Decline and Fall of the Indus Civilization (2000); Finding Forgotten Cities: How the Indus Civilization was Discovered (2005); Marshalling the Past: Ancient India and its Modern Histories (2012); Ashoka in Ancient India (2015); Monuments Matter: India’s Archaeological Heritage Since Independence (2017); Time Pieces: A Whistle-stop Tour of Ancient India (2018) and Archaeology and the Public Purpose: Writings on and by MN Deshpande (2021). Lahiri has been Member, Delhi Urban Art Commission; Member, Council of the Indian Council of Social Science Research (ICSSR) and Member, Governing Board of the Nehru Memorial Museum Library Society. She was awarded the Infosys Prize in Humanities – Archaeology for 2013 and her book Ashoka in Ancient India won the John F Richards prize of the American Historical Association for the best book in South Asian History for 2015. In an interview to BW Education, she shares her own inspiration and journey into the past. Excerpts from the interview: Tell me about your journey so far in brief. What motivated you to spend time archaeological sites and libraries to become an accomplished historian and archaeologist? The joy of research is what has kept me going. My journey began in 1982 with the inscriptions of Assam (published as Pre-Ahom Assam in 1991). I became involved in field work from 1985 on. This journey has involved discovering prehistoric stone tools, pottery scatters and sculpture in villages and in the Aravalli hills of Haryana and Delhi, looking at the archaeology of Indian trade routes through published India (my PhD thesis, which was published under that name in 1992), two books on Emperor Ashoka based on field work and numerous papers on antiquity as well as the material remains in modern India, from how the 1857 revolt was remembered in Delhi to the partitioning of India’s past in 1947. Equally, I have been deeply interested in the history of Indian archaeology. This has involved archival digging — in the Archaeological Survey of India’s holdings, where I recovered the little-known story of how the Indus civilisation was discovered and later, in the private collection of the family of the archaeologist MN Deshpande. For the past few years, it has been in the jungles of Bandhavgarh National Park and Tiger Reserve where I have been working. How do you approach making complex historical topics accessible to a wider audience? It all began with the first couple of draft chapters of what was eventually published as Finding Forgotten Cities. I sent them to my editor and publisher, Rukun Advani, who, after a couple of weeks, sent them back, telling me that a story about the discovery of the Indus Civilisation cannot be recounted in a dry academic way. It should, of course, be completely researched in the way that serious historians work, but it needed to be written in a way that would capture the excitement of the process and the right and wrong turns along the way that the premier explorers of those times took. Having earlier written primarily for academics, I first found this to be an enormously difficult task. Eventually, I think if I have managed to write that book and others too, combining research in a form that would be more appealing to general readers of history, some of the credit has to go to Rukun Advani. The idea is to shake off the shackles of the prosaic writing style of academia for a stint in reading good writing, which helps in improving one’s prose style. Ashoka is remembered across cultures, and after more than 2,000 years. What fascinates you the most about Ashoka's personality? What can one learn from Ashoka in today’s political scenario? I found Emperor Ashoka to be an extraordinarily cerebral man and that is what drew me to him - to be in the company of somebody cerebral in antiquity, that too a ruler who was just so attractive. So, I just wanted to keep prolonging my engagement with him. So, first, it was his words. Then, I went out to search for the places where his MOST INFLUENTIAL WOMEN IN EDUCATION Life is too short to be lived according to other people’s rules; follow your passion, because that is what nurtures excellence”
90 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM words were put down. And then, later, I decided to kind of track down his remembrance - his remembrance here in India but also elsewhere. What we can learn from Ashoka in today’s political scenario is that ruling can be about ethics, about caring and compassion for living beings. Fellow feelings and empathy need to be brought back into governance. As someone who studies ancient history, can you share stories about people from other cultures or religions who, like Ashoka, showed a strong commitment to the wellbeing of humanity? Emperor Ashoka is sui generis. I have not been able to find another contemporary ruler like him. How do you see the landscape of historical research evolving, especially concerning women's contributions? What advice would you give to aspiring women scholars in similar fields? There are internationally renowned women historians in India, including Upinder Singh, Seema Alavi and Tanika Sarkar. As for women in archaeology, do remember that the scholar Debala Mitra served as the Director General of the Archaeological Survey of India as far back as 1981. Today, there is Shanti Pappu, who has done pioneering work pushing back the frontiers of prehistoric research in India. We need to be aware of the work of many women in historical and archaeological research. Who am I to advise aspiring women scholars. There are so many bright and bold scholars who happen to be women and who do not feel cowed down by bossy male scholars. What does women's empowerment mean to you? How do you see this contributing to India’s growth? For me, women’s empowerment involves, on the one hand, the interest and ability of women to follow their dreams and aspirations and on the other, the institutional mechanisms that make this possible. At the level of the family and the state, we still have some way to go before this is realised. What advice would you like to give to every woman? Life is too short to be lived according to other people’s rules. Also, follow your passion, because that is what nurtures excellence. That is what makes life enjoyable and worth living. If you want to do something, do it your way. Don’t be cowed down by social expectations. MOST INFLUENTIAL WOMEN IN EDUCATION
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92 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM By Upasana MOST INFLUENTIAL WOMEN IN EDUCATION Children books' author and Sahitya Akademi Bal Sahitya Puraskar awardee Paro Anand, elaborates on her long journey and experience of writing for children & young adults; she also sheds light on children's literature tradition P aro Anand is a Sahitya Akademi Bal Sahitya Puraskar awardee. She writes books for children, young adults and adults. Through her programme 'Literature in Action', she also works with children in schools & NGOs and holds a world record for helping above 3,000 children make the world’s longest newspaper. She has also been awarded for her contribution to children’s literature by The Russian Centre for Science and Culture. Her book on children and young adults caught in the midst of strife in Kashmir, 'No Guns at my Son’s Funeral', opened to rave reviews, was on the International Board on Books for Young People Honour List and has been translated into German and French. She has also authored 'Like Smoke', 'The Other', 'Nomad’s Land' and co-authored 'Two' with Orjan Persson. Anand figured as one of the 25 ‘Most Influential Women’ in BW Education’s annual list, announced recently. In conversation with BW Education, Anand describes tradition of children's literature in India and “Inspired By Wisdom Of “Inspired By Wisdom Of
The Infinite Children” W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 93 MOST INFLUENTIAL WOMEN IN EDUCATION Children are not fools, yet we often underestimate them, talking down, giving easy solutions and giving happy endings The Infinite Children” also sheds light on the scenario of children’s writing in modern India. “There wasn't such recognition of childhood traditionally. Earlier, the stories were meant for the whole gathering, not just for children. I don't think there was specifically children's stories,” says Anand. The stories of Panchatantra, that are considered to be children’s literature today, were not benign, because these stories were not written for children. The same holds true for Ramayana and Mahabharata. Journey as a children’s author Describing her journey and the inspiration to write stories for children and young adults, Anand states, “I started as a drama teacher. When we were to put up plays or do improvisations, there were no contemporary stories for children in script form. Most stories were from the West and many of them for adults, like The Bishop's Candlesticks, The Monkey's Paw and The Importance of Being Earnest.” So, Anand started writing plays for children to perform and they were very successful. This encouraged her to publish these works. In her innocent naive way, she typewrote on manual typewriter and went around Ansari Road in New Delhi, approaching all the publishers, having done no homework. Among her reminiscences of the early struggles is that of a darban showing her kindness and offering a cup of tea on a cold morning – the only person to show kindness early on at that stage of the career. It was extremely difficult getting plays published and
94 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM everyone in the publishing circles told her that there is no market. “Although, how can there be no market for plays when every school for every occasion puts up a play and I was writing performance-ready plays,” she wonders. Her plays had characters, suggested costumes, set, prop and would also help schools involve a large number of students in one production – which is a key priority for schools in cultural events. And they also had contemporary themes. Anand’s earliest work was eventually published much later, as the seventh book of her literary journey. Insights into children’s world Commenting on the elements of a good story and the most significant thing she learned in penning books, Anand says, “One needs to be honest, to be totally raw and truthful even if that truth is going to hurt. Authenticity is very important. It is important to not treat children as 'phool jaise bachche’. They are not fools, yet we often underestimate them, talking down, giving easy solutions and giving happy endings. They know it is not like that. They know life more than we knew it as children because they have greater exposure through internet and social media.” Having said that, Anand provides a ray of hope about finding a solution, knowing that it is a dark time for teenagers and they often feel helpless. Anand has also got a deep insight into children’s creative potential during the workshops that she does with children. She undertook a project of making the world's longest newspaper while heading the National Centre for Children's Literature. Describing the experience of working with children as part of the project, she says, “Wherever we went in villages, children were hungry for stories, even those who had never actually read a book in their lives because they didn't have any access to books. Once they got books, they wanted more.” Wracking their brains as to how to provide children access to reading material, in places where there were no book shops or libraries, Anand and her team set up small libraries in reMOST INFLUENTIAL WOMEN IN EDUCATION mote villages came up with the idea of a ‘wall newspaper’. “On a designated wall in the village, we would stick a saree or a dhoti; children would do their own writing, their drawings and everything and stick that on to the designated place. And so, 20-25 children could write at the same time and equivalent number of children would be reading at the same time,” Anand describes. Engaging with children, she discovered their infinite wisdom, their awareness level, what they grapple with and what they want. “Children are so kind, so powerful but we have to empower them,” Anand believes. The plots and characters in Anand’s stories also draw inspiration from children. She has worked with over 3 lakh children during her journey. As she says, “I find it hard to write in a vacuum. Writing in itself is a solitary activity, so when I interact with children, I ask them about the stories they want to read. Their answers are what I write.” Discipline required Since writing demands tremendous focus and discipline, Anand has set a rule for herself. “I was given a secret formula which is not a secret anymore, by my friend and colleague Uma Krishnaswami (children’s author) which is BIC – ‘Bottom In Chair'. If you want to be a writer, just sit down and write.” She has set up a target of writing two hours every day. If she falls short, she makes up for it on weekend. While she has a dedicated cottage in the garden for writing, she has learnt not to wait for perfect time and space and can write anywhere. “I love traffic jams and delayed flights when I put on my ear phones and start writing. It will never be perfect, so don’t wait for perfection.” As regards developing the plot, she says, “Writing a novel is running a marathon. When you are running a marathon, it starts with the first step and then the next step and so on. You do not have to think of the end goal, you draw on your own reserves and run and that’s exactly what writing is also – it is one step at a time.” The second thing that she stresses, especially about fiction writing, is that let the story lead you; it takes on a life on its own. Anand’s own favourites It’s Harry Potter. “Rowling put to bed the naysayers. She had been rejected by seven different publishers, who said the books were too long and complex and that the plot was too interwoven with too many characters. But when it came out, they had to bring out editions in different covers, because grown-up men in ties and briefcases did not want to be seen in subway reading a children’s book. And the publishers probably suggested to her not to use her name Joanne because boys would not read a book written by a woman. Hence, KJ Rowling, a gender-neutral name. But when her identity came out, boys didn’t stop reading.” That’s a heartfelt praise from one children’s author to another author.
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96 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM By Musharrat Shahin MOST INFLUENTIAL WOMEN IN EDUCATION REDEFINING CHILDREN'S LITERATURE WITH STORYTELLING 72/8%
W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 97 MOST INFLUENTIAL WOMEN IN EDUCATION Author and documentary film maker Samina Mishra, has a unique approach to children's literature, and delves into their psyche and challenges Instead of fixating on the anxiety around children not reading traditional books, we should focus on providing engaging content that fosters the act of reading, even in digital formats S amina Mishra, a filmmaker, writer and educator from Delhi, is dedicated to showcasing the lives of Indian children. Author of Nida Finds a Way and Jamlo Walks, she made a documentary titled Happiness Class which looks into the happiness curriculum of Delhi Government Schools and which got wide acclaim. Through her work, she sheds light on challenges and experiences of children, emphasising childhood, identity and education. As the founder of The Magic Key Centre for the Arts and Childhood, she uses storytelling to support children and shape perceptions. Mishra focusses on understanding their perspectives, offering authentic stories that resonate with young readers. Her work moves beyond mere messages, immersing children in relatable experiences and diverse narratives, fostering a deeper connection with childhood. Mishra reflects on her creative journey, attributing her focus on children's writing to a myriad of factors. Rooted in an instinctive passion for creating media for children, her interest was evident even during her core mass communication degree from AJK Mass Communication Research Centre, Jamia Millia Islamia. Childhood and the transformative process of growing up became significant themes, shaping her work. Fortunately, opportunities aligned with her interests, such as film projects for UNICEF, fostered her creative evolution.
98 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM This journey has not only propelled her practice but also inspired her to delve into self-driven projects. Mishra explores the dynamic changes in storytelling from traditional to modern times, emphasising diversity and complexity. While some stories focussed on sharing experiences, others aimed to teach children through art. In India, the narrative landscape has shifted from folktales and mythology to a more varied and inclusive approach over the last few decades. Writers now consider diverse childhood experiences, challenging the idea of a universal childhood. This shift has enriched storytelling in India, promoting inclusivity and a broader range of perspectives. Mishra says, “There’s the need to be able to write stories that can enable a sharing across contextual differences, the need to be able to put out stories that come from different contexts.” Lockdown tales Mishra's work, particularly the books Jamlo Walks and Nida Finds a Way stands as an ally for children, addressing real struggles and the representation of Muslim children. Despite the stories tackling significant issues, Mishra shies away from delivering messages. Instead, she values the creation of meaning, allowing readers to interpret and derive their own understanding. The inspiration for Nida Finds a Way stemmed from Mishra's desire to narrate a tale about a girl growing up in her neighbourhood, with the initial focus on her relationship with her father. However, the unfolding protests in the area compelled her to incorporate this significant event, responding to the reality she was experiencing. Jamlo Walks emerged during the lockdown, inspired by the plight of migrant workers and their struggles. Mishra aimed to ensure that the experiences of individuals like Jamlo, who had to walk back home, were not forgotten, particularly to provide context and understanding for children facing unprecedented challenges during that time. Multiplicity of mediums Mishra discusses the prevalent use of screens by children today and challenges the narrow perspective that associates reading solely with physical books. She emphasises the need for a more expansive view of literature, acknowledging that reading is an act that can manifest in various forms, including on screens. “Reading is not about a physical book, it’s an act of reading something that it spurs thinking in you, it makes you feel something, and maybe it the thinking pushes you to act in certain ways,” she emphasises. She urges thoughtful consideration, suggesting that instead of fixating on the anxiety around children not reading traditional books, we should focus on providing engaging content that fosters the act of reading, even in digital formats. While recognising the importance of outdoor activities for children, Mishra cautions against letting anxiety overshadow the evolving nature of technology. She draws parallels with past technological shifts, like the introduction of telephones, highlighting the need for adaptation. She advocates for a more open-minded approach, acknowledging challenges while appreciating the unique opportunities that technology brings. In essence, Mishra encourages a balanced and thoughtful perspective on the evolving relationship between children, literature and screens. Mishra, a versatile filmmaker, writer and educator, seamlessly blends her roles to convey her message effectively with the belief that ‘the process of creating any kind of art is a constant kind of engagement with the world'. She prioritises flexibility, choosing mediums that best suit her message's essence. With a strong emphasis on visual thinking, films remain integral to her image-making practice. Teaching serves as an extension of her creative work, fostering a symbiotic relationship between her teaching and personal artistic endeavours. This interconnected approach fuels her creative evolution and clarifies her vision. Mishra discusses the significance of her co-authored book, 101 Indian Children’s Books We Love, highlighting the need for parents and educators to discover diverse children’s literature. She emphasises that the book serves as a resource for adults, offering insights into the rich world of Indian children's literature. Mishra urges parents not to dismiss it as solely for children but to use it as a tool to broaden their perspectives and share meaningful stories with kids. Mishra advises aspiring writers and filmmakers to persistently engage with the world and engage in self-reflection, which is essential for the creative process. Regarding women's empowerment, she challenges the term and advocates for structural changes that recognise diverse women's roles and experiences. Mishra emphasises the importance of creating space for women beyond traditional caregiving roles and stresses tailored approaches over one-size-fits-all solutions. Mishra refrains from providing a singular message to women, acknowledging the diversity among women. She calls for systemic changes, particularly from the state, to support women in various aspects of life, acknowledging historical inequalities and offering appropriate support. MOST INFLUENTIAL WOMEN IN EDUCATION
W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 99 Women's leadership is turning the world out here, but business education is one thing that is creating several women leaders and making them potential enough to lead the world. According to a media report, the women's enrollment ratio in business schools has reached 41 per cent and is constantly increasing. Also, it has been suggested that the representation of women CEOs has also increased in number. These numbers have not come up on their own but rather with the help of different visionary programmes taken up by institutions. Like ‘Empowered Woman Empower Women’, Nida Januskis, Deputy Dean – Advancement, INSEAD, shared with BW Businessworld how her institution playing its part and striving to reduce gender bias and promote women's potential in the business arena. Januskis shared, “Diversity, especially in ensuring more women pursue their MBA, is critical for us and something we're actively working on. Firstly, we are addressing this through scholarships. The average age of INSEAD MBA students is 29, slightly older than By Shruti Tripathi INTERVIEW Fostering Women's Growth Through Multiple Programmes The INSEAD Gender Initiative plays an important role in creating women business leaders for the world women who will serve as role models for the generations to come. INSEAD as an educational institution sets an exemplary illustration of encouraging women through education. With every passing year, along with scholarship programmes and campaigns, the institution is striving to enrol more and more women. most of our peer schools, which tend to be around 26. This age difference can impact the risk appetite of women. Therefore, we are committed to providing the necessary scholarships to ensure women have the support they need to attend a prestigious institution like INSEAD.” Through their campaign, programmes and recruitment policies, INSEAD has been striving to increase women’s participation. She also informed that scholarships play a crucial role in attracting women to business schools and in their institutions too. Among many scholarship programmes offered by INSEAD, the INSEAD Christina Law MBA‘91D Endowed Scholarship for Asian Women provides the amount of award: Euro 8,000 - 12,000 that endorse multiple nationalities. While INSEAD Groupe Galeries Lafayette Endowed Scholarship for Women also offers women’s scholarships for meritorious women candidates in the amount of Euro 15,000. On International Women’s Day 2024, the institution also began the Limitless 2024 Campaign, an annual campaign that celebrates exemplary INSEAD INSEAD
100 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM I n September 2024, Baret Scholars will get its foundational batch of 180 students to explore their passions and purpose across seven regions of the world through its gap year program. Baret Scholars’ Executive Chairman Chris Whittle caught up with BW Businessworld to explain the need for such gap year programmes in contemporary times. Edited Excerpts: The Baret Scholars is a programme that talks about taking one out of their context and into the world. Give us a perspective of what do we mean when we say this and the inspiration behind this programme. I grew up in a small village in the south of America and was lucky to study abroad in Czechoslovakia during my university days. But then I had an opportunity to spend an entire year circling the world, and it changed my life in ways that I didn't understand then. But as I went through my life, that year was one of my most important ones, and it took me out of my microcosm bubble. Another interesting statement that we pickup is Chris Whittle, Executive Chairman, Baret Scholars, opens up on the need for gap year programmes for an enhanced college experience and how Baret’s programme will help students get the most out of their college By Arjun Yadav PREPPING FOR A GLOBAL GAP YEAR INTERVIEW