Sharath Jeevan is the CEO of STIR Education, a non-profit working to improve education for disadvantaged children globally. STIR identifies innovative teaching practices used by teachers and aims to scale up the best practices. STIR recently started operations in India and has visited 250 schools to identify micro-innovations, like using bollywood music to teach poetry. STIR hopes to select the top 25 ideas to test and potentially scale across India to improve education quality, especially for disadvantaged children.
The document discusses employability skills training programs for underserved youth in India run by NIIT Foundation. It provides an overview of NIIT Foundation's initiatives including career development centers, district learning centers, and partnerships with NGOs and corporations to provide skills training. Key details include the number of students impacted, states covered, partner organizations, and employment outcomes. The newsletter aims to connect more individuals and organizations to NIIT Foundation's mission of improving skills and employability among marginalized groups.
1. Sudiksha is an Indian non-profit that operates pre-schools in low-income neighborhoods to address the lack of access to early childhood education for millions of children.
2. It uses a low-cost model of $1,600 per school and affordable $8 monthly fees, and trains and employs local women as school operators to scale effectively.
3. Sudiksha has grown from 3 schools serving 205 children in 2010 to 12 schools serving over 1,000 children in 2012, and aims to reach 50 schools by expanding its successful model.
The document discusses the need to improve education outcomes for underprivileged children in India. It notes that many children do not complete basic education or acquire foundational skills like literacy and numeracy. The Bhumi Initiative aims to address this by providing mentors and tutors to support underprivileged children in their studies. It has helped improve school attendance, enrollment, and pass rates for children in government schools. The initiative also trains mentors to better support the children through workshops on leadership and communication skills.
Younity offers an Entrepreneurship Programme to help students develop business skills and gain insights into starting and running businesses. The programme is led by Prafful Garg, an entrepreneur and founder of Younity, and provides 15 hours of live classes, videos, and mentor assistance over 15 days. Students learn about entrepreneurship basics, start-up ideation, valuation, pitching, and more. The goal is to help students convert their ideas into execution and gain the knowledge needed to start viable businesses. The programme offers a certificate of completion and training in personality development.
The document provides information about the MBA program offered by Badruka College Post Graduate Centre. Some key details include:
- The MBA program is affiliated with Osmania University and approved by AICTE. Students are admitted based on their performance in the I-CET entrance exam.
- The 2-year program is divided into 4 semesters and covers 26 subjects including 4 papers in the core specialization areas of Marketing, Finance, HR, and Information Systems.
- The curriculum in the first two semesters provides a general overview of management functions while semesters 3 and 4 focus on two specialized areas chosen by the student.
- Beyond the academic curriculum, the program aims
Dealing with the 21st Century Teaching and Learning to produce Life long Learners to cope with current and future demand where Change is the only Constant now.
- The document discusses the Afterschoool Centre for Social Entrepreneurship and its PGPSE (Post Graduate Programme in Social Entrepreneurship) program.
- The PGPSE program aims to develop social entrepreneurs and provide comprehensive training in social entrepreneurship and spiritual entrepreneurship.
- The program is flexible and can be completed fully online or in a blended format, with options for part-time work. It focuses on practical, case-based learning to help students become entrepreneurs.
The document discusses employability skills training programs for underserved youth in India run by NIIT Foundation. It provides an overview of NIIT Foundation's initiatives including career development centers, district learning centers, and partnerships with NGOs and corporations to provide skills training. Key details include the number of students impacted, states covered, partner organizations, and employment outcomes. The newsletter aims to connect more individuals and organizations to NIIT Foundation's mission of improving skills and employability among marginalized groups.
1. Sudiksha is an Indian non-profit that operates pre-schools in low-income neighborhoods to address the lack of access to early childhood education for millions of children.
2. It uses a low-cost model of $1,600 per school and affordable $8 monthly fees, and trains and employs local women as school operators to scale effectively.
3. Sudiksha has grown from 3 schools serving 205 children in 2010 to 12 schools serving over 1,000 children in 2012, and aims to reach 50 schools by expanding its successful model.
The document discusses the need to improve education outcomes for underprivileged children in India. It notes that many children do not complete basic education or acquire foundational skills like literacy and numeracy. The Bhumi Initiative aims to address this by providing mentors and tutors to support underprivileged children in their studies. It has helped improve school attendance, enrollment, and pass rates for children in government schools. The initiative also trains mentors to better support the children through workshops on leadership and communication skills.
Younity offers an Entrepreneurship Programme to help students develop business skills and gain insights into starting and running businesses. The programme is led by Prafful Garg, an entrepreneur and founder of Younity, and provides 15 hours of live classes, videos, and mentor assistance over 15 days. Students learn about entrepreneurship basics, start-up ideation, valuation, pitching, and more. The goal is to help students convert their ideas into execution and gain the knowledge needed to start viable businesses. The programme offers a certificate of completion and training in personality development.
The document provides information about the MBA program offered by Badruka College Post Graduate Centre. Some key details include:
- The MBA program is affiliated with Osmania University and approved by AICTE. Students are admitted based on their performance in the I-CET entrance exam.
- The 2-year program is divided into 4 semesters and covers 26 subjects including 4 papers in the core specialization areas of Marketing, Finance, HR, and Information Systems.
- The curriculum in the first two semesters provides a general overview of management functions while semesters 3 and 4 focus on two specialized areas chosen by the student.
- Beyond the academic curriculum, the program aims
Dealing with the 21st Century Teaching and Learning to produce Life long Learners to cope with current and future demand where Change is the only Constant now.
- The document discusses the Afterschoool Centre for Social Entrepreneurship and its PGPSE (Post Graduate Programme in Social Entrepreneurship) program.
- The PGPSE program aims to develop social entrepreneurs and provide comprehensive training in social entrepreneurship and spiritual entrepreneurship.
- The program is flexible and can be completed fully online or in a blended format, with options for part-time work. It focuses on practical, case-based learning to help students become entrepreneurs.
Tuesday 25 June 2013 - AITSL presents an exciting opportunity for school leaders and/or leadership teams to work with internationally regarded researcher & writer Professor Louise Stoll, Institute of Education, University of London. Louise’s expertise in the field of professional learning communities will be the focus of the day’s session, Developing creative professional learning communities within and between schools.
This document provides an overview of the concept of "consciousness of self", which refers to an awareness of one's own personality traits, values, and strengths. It discusses how consciousness of self is important for leadership as it helps build self-confidence while recognizing limitations. The document also outlines some aspects that influence individual identity, and emphasizes the importance of introspection for developing consciousness of self through reflection and being open to feedback.
This document summarizes the agenda and content for Day 2 of a leadership training program. It includes:
1) A recap of Day 1 topics on leadership concepts and a discussion on technical vs adaptive challenges.
2) The agenda for Day 2 covers collaboration, common purpose, and systems thinking through presentations, activities, and group work.
3) The collaboration session defines collaboration, cooperation, competition, and compromise. It discusses the importance of diversity and prerequisites for effective collaboration.
4) The common purpose session explains its three components: occurring within groups, shared visions/aims/values, and working with others. It also discusses challenges and links to other leadership concepts.
5) The systems thinking
The document provides a strategic plan created by DLSS HR Consulting for the Better Man Than Me Foundation. It includes sections on recruitment, compensation, orientation, onboarding, training, ethics, performance management, risk management, diversity, communication, and succession planning. It also outlines DLSS's strengths, weaknesses, opportunities and threats in providing the strategic plan. The document was created through research and conversations with the founder of Better Man Than Me to develop a strategic blueprint.
This document provides information about leadership coaching services aimed at transforming consciousness and behaviors to achieve business goals. It discusses using techniques to optimize brain function for developing vision, mindfulness, and agility in leaders. The coaching focuses on shifts in awareness, mindsets and behaviors through a holistic, systemic program with phases including diagnostics, building awareness, and developing sustainability. Coaching benefits include increased focus, emotional resilience, fresh perspectives, openness, meaning in work, purpose, presence and building relationships. The coaching is intended for CEOs, C-level executives, and those preparing to enter executive leadership roles.
The agenda includes welcome speeches, testimonials, an icebreaker activity, a presentation on leadership for social change, and a brainstorming session. The document provides background on the founders and vision of TLN, which is to foster social change through leadership training based on a social change model of leadership development. It outlines expectations for participation in the 8-session program and ends with calling participants to identify opportunities to practice leadership.
The document proposes creating an online institution called NeoFuture to connect youth with education, financing, and employment opportunities. It would have two primary objectives: 1) Connect youth with companies seeking employees, investors looking to support projects, and other students; and 2) Educate youth through a mentorship program where students become mentors after finding success. Starting with 500 initial mentors, the program could help over 500,000 unemployed or underemployed youth globally in the first year by providing mentorship, networking, and skills to find jobs or start businesses.
Mobius is a premier coaching, training and leadership development company. We bring the best in class offerings in transformational learning to senior level audiences. The programs we offer synthesize organizational systems thinking, mindset and capabilities knowledge and personal character development. They are highly customized to each client context and tailored to maximize specific strategic impact.
Messy Bessy has successfully grown as a viable business even if half of its workforce is made up of at-risk young adults who are under a working student program.
The unique setup where young adults pay for their own schooling (as opposed to the traditional way of granting scholarships) together with holistic and neuroscience-based interventions have resulted in a very low program dropout rate and high success rate.
The program is ripe for replication. Messy Bessy has developed clear frameworks and tools that are adaptable to any for-profit entity that is willing to include marginalized members of society.
The document provides information about the IEC Group of Institutions, which was founded in 1981 and has since expanded to include multiple campuses across India offering a variety of undergraduate and postgraduate programs. The group aims to provide quality education and has grown significantly over the years, with plans to continue expanding its campus facilities and increasing its student enrollment to over 35,000 by 2022. Key details about the group's history, leadership, campuses, programs offered, and growth projections over time are presented.
THNK School of Creative Leadership Amsterdam Overview 2015Lennart Sloof
THNK is an innovation and leadership program that uses human-centered design thinking to tackle organizational and societal challenges. It blends business school critical thinking with design school experiential learning. The Creative Leadership program brings together leaders from different sectors for an intensive 6-month curriculum involving hands-on experiences, wilderness and urban locations, coaching, large-scale projects, and diverse perspectives to accelerate participants' projects and boost their leadership skills. The program takes place in Vancouver over 4 week-long modules between June 2015 and January 2016.
"Teacher, what does teacher-student dialogue usually look like?"
Teacher: Teacher-student dialogue in classrooms often involves the teacher asking a closed question with a single correct answer, a student attempting to answer, and the teacher evaluating if the answer is right or wrong. This type of dialogue is often called an Initiation-Response-Evaluation or IRE sequence. Some key features include:
- Questions are usually known-answer questions looking for a single correct response
- Students are called on one at a time to answer
- Answers are often short, one-word responses
- Feedback is usually just right or wrong rather than extending the thinking
- There is limited discussion or follow up questions to probe student understanding
Lead India 2020 is a national movement to develop India through training youth. It aims to bridge gaps in economic development and human development by 2020. The movement was inspired by Dr. APJ Abdul Kalam's vision of a developed India. Experiments in Andhra Pradesh showed promising results, such as increasing exam scores and literacy. Lead India 2020 and e-India will collaborate using technology to train youth across India and solve social problems through partnerships between various stakeholders. The goal is to develop India by training its youth to be agents of change in their communities.
Sunbeam EduServe Ltd is a company that aims to establish Sunbeam Schools across India and abroad, providing consultancy and turn-key assistance for setting up and running world-class schools. The company seeks associations with like-minded individuals and organizations to open new Sunbeam Schools, offering pre-operational and post-operational services to ensure successful school ventures. Sunbeam Schools provide a structured curriculum, teacher training, standard operating procedures, and affiliation to establish reputable educational institutions.
Creativity, innovation and entrepreneurship are the seeds to economic activity and entrepreneurs are the sources of jobs in an economy. According to TiE (The IndUS Entrepreneurs, a non - profit organization, which promotes entrepreneurship), each entrepreneur creates approximately 30 jobs. Entrepreneurship helps to make the Indian market export competitive and equally contributes in making the Indian brand more acceptable. People exposed to entrepreneurship frequently express that they have more opportunity to exercise creative freedoms, higher self-esteem, and an overall greater sense of control over their own lives. But the present younger generation is not able to enjoy all these benefits. A survey done by the Entrepreneurship Development Institute, India (EDII) in 2003 shows that young people are afraid to start their own business because they are not confident, not capable, and lack knowledge in starting a business. Many people would have the opportunity to change jobs or become an entrepreneur if they are properly trained. The students in India are not confident merely with the traditional education they receive in the universities. This throws a demand for education programs specifically designed to expand students’ knowledge and experience in entrepreneurship.
Entrepreneurship education in India faces cultural and financial constraints along with insufficient government capacity and private participation. Research points to the significant impact that good entrepreneurship education can make more towards entrepreneurial success and promotes entrepreneurial culture. Hence the plethora of entrepreneurship academics and academic programs at UK and US universities. A mainstay of many of the more successful entrepreneurship programs at business schools around the world is the involvement of successful entrepreneurs whose business careers provide an invaluable part of any university student’s entrepreneurship education.
At this backdrop, this paper tries to explain the need for a comprehensive formal system of entrepreneurship education against the present scenario.
Keywords: entrepreneur, entrepreneurship, entrepreneurship education
An overview of an South African approach for the advancement of entrepreneurship in-school. This critical initiative works to enable young people to become creators of jobs rather than job seekers. Youth unemployment represents a serious challenge to society and this nonprofit initiative that started in 1992 is now moving to scale. Core to this approach is effective collaboration amongst a broad range of stakeholders. The pilot of the Youth Enterprise Society (YES) clubs between 1994 and 1996 proved tremendously effective for its engagement of young people within entrepreneurship. Subsequent developments of "Simama Ranta" as well as the in-classroom syllabi component - resulted for the three components of YES clubs, Simama Ranta and Syllabi to form this approach to entrepreneurship education. It is with our own gratitude, as well as with the gratitude from thousands of learners as well as teachers, that we share this presentation with you. However, a lot of work still needs to be done to move beyond the 300 schools serviced - with the target of around 7,000 schools. Please join us and make it happen?! Our youth deserve to be enabled to build a life full of hope, courage, opportunity and to be full participants within the South African economy. It has been proven that one of the best ways to get people out of poverty is through entrepreneurship. We welcome your engagement whether it is through questions, suggestions, linkages, support or in any other manner that you choose engage.
The Learning Tree education and research institute is a proposed private education institute owned by Excel International. It aims to revolutionize education by imparting both theoretical and practical knowledge. The institute plans to be affiliated with Harvard University and promote individual talents and interests. It requires 100 crores in capital and plans to have over 2,000 students enrolled within 3 years of opening. The financial projections estimate revenues of over 30 crores and net profits of over 17 crores by the third year through school fees and other income sources. Risks include the large capital requirement and managing a diverse faculty. The business aims to tap into India's growing education sector and demand for practical, interest-based learning opportunities.
The document discusses future prospects for disabled children at the Samarthanam Trust, an NGO that provides education, vocational training, job placement and other support services to disabled individuals. It outlines various programs offered by the Trust, including IT/BPO training, special education, nutrition programs, and cultural/sports activities, to help build skills and independence for disabled children. The Trust aims to empower disabled youth and help them gain the abilities to fully participate in their communities through these types of developmental initiatives.
1.-Nurturing Entrepreneurship in Edu-HRDC 2.pptxNanditaSethi8
This focusses on how can entrepreneurship be nurtured within the education system . The curriculum and pedagogy changes that may be required to bring about the change
This annual report from Happy Horizons Trust provides an overview of the organization and its educational projects in 2015-2016. It discusses the mission to improve education quality in India, the expansion of projects and regions served in the past year, and highlights several key projects including Project Jagriti, Learning Through Videos, Career Seminars, and the Rukmini Devi Scholarship program which provides leadership training to high school girls. Contact information is also provided for the managing trustee, project manager, and various office locations.
Tuesday 25 June 2013 - AITSL presents an exciting opportunity for school leaders and/or leadership teams to work with internationally regarded researcher & writer Professor Louise Stoll, Institute of Education, University of London. Louise’s expertise in the field of professional learning communities will be the focus of the day’s session, Developing creative professional learning communities within and between schools.
This document provides an overview of the concept of "consciousness of self", which refers to an awareness of one's own personality traits, values, and strengths. It discusses how consciousness of self is important for leadership as it helps build self-confidence while recognizing limitations. The document also outlines some aspects that influence individual identity, and emphasizes the importance of introspection for developing consciousness of self through reflection and being open to feedback.
This document summarizes the agenda and content for Day 2 of a leadership training program. It includes:
1) A recap of Day 1 topics on leadership concepts and a discussion on technical vs adaptive challenges.
2) The agenda for Day 2 covers collaboration, common purpose, and systems thinking through presentations, activities, and group work.
3) The collaboration session defines collaboration, cooperation, competition, and compromise. It discusses the importance of diversity and prerequisites for effective collaboration.
4) The common purpose session explains its three components: occurring within groups, shared visions/aims/values, and working with others. It also discusses challenges and links to other leadership concepts.
5) The systems thinking
The document provides a strategic plan created by DLSS HR Consulting for the Better Man Than Me Foundation. It includes sections on recruitment, compensation, orientation, onboarding, training, ethics, performance management, risk management, diversity, communication, and succession planning. It also outlines DLSS's strengths, weaknesses, opportunities and threats in providing the strategic plan. The document was created through research and conversations with the founder of Better Man Than Me to develop a strategic blueprint.
This document provides information about leadership coaching services aimed at transforming consciousness and behaviors to achieve business goals. It discusses using techniques to optimize brain function for developing vision, mindfulness, and agility in leaders. The coaching focuses on shifts in awareness, mindsets and behaviors through a holistic, systemic program with phases including diagnostics, building awareness, and developing sustainability. Coaching benefits include increased focus, emotional resilience, fresh perspectives, openness, meaning in work, purpose, presence and building relationships. The coaching is intended for CEOs, C-level executives, and those preparing to enter executive leadership roles.
The agenda includes welcome speeches, testimonials, an icebreaker activity, a presentation on leadership for social change, and a brainstorming session. The document provides background on the founders and vision of TLN, which is to foster social change through leadership training based on a social change model of leadership development. It outlines expectations for participation in the 8-session program and ends with calling participants to identify opportunities to practice leadership.
The document proposes creating an online institution called NeoFuture to connect youth with education, financing, and employment opportunities. It would have two primary objectives: 1) Connect youth with companies seeking employees, investors looking to support projects, and other students; and 2) Educate youth through a mentorship program where students become mentors after finding success. Starting with 500 initial mentors, the program could help over 500,000 unemployed or underemployed youth globally in the first year by providing mentorship, networking, and skills to find jobs or start businesses.
Mobius is a premier coaching, training and leadership development company. We bring the best in class offerings in transformational learning to senior level audiences. The programs we offer synthesize organizational systems thinking, mindset and capabilities knowledge and personal character development. They are highly customized to each client context and tailored to maximize specific strategic impact.
Messy Bessy has successfully grown as a viable business even if half of its workforce is made up of at-risk young adults who are under a working student program.
The unique setup where young adults pay for their own schooling (as opposed to the traditional way of granting scholarships) together with holistic and neuroscience-based interventions have resulted in a very low program dropout rate and high success rate.
The program is ripe for replication. Messy Bessy has developed clear frameworks and tools that are adaptable to any for-profit entity that is willing to include marginalized members of society.
The document provides information about the IEC Group of Institutions, which was founded in 1981 and has since expanded to include multiple campuses across India offering a variety of undergraduate and postgraduate programs. The group aims to provide quality education and has grown significantly over the years, with plans to continue expanding its campus facilities and increasing its student enrollment to over 35,000 by 2022. Key details about the group's history, leadership, campuses, programs offered, and growth projections over time are presented.
THNK School of Creative Leadership Amsterdam Overview 2015Lennart Sloof
THNK is an innovation and leadership program that uses human-centered design thinking to tackle organizational and societal challenges. It blends business school critical thinking with design school experiential learning. The Creative Leadership program brings together leaders from different sectors for an intensive 6-month curriculum involving hands-on experiences, wilderness and urban locations, coaching, large-scale projects, and diverse perspectives to accelerate participants' projects and boost their leadership skills. The program takes place in Vancouver over 4 week-long modules between June 2015 and January 2016.
"Teacher, what does teacher-student dialogue usually look like?"
Teacher: Teacher-student dialogue in classrooms often involves the teacher asking a closed question with a single correct answer, a student attempting to answer, and the teacher evaluating if the answer is right or wrong. This type of dialogue is often called an Initiation-Response-Evaluation or IRE sequence. Some key features include:
- Questions are usually known-answer questions looking for a single correct response
- Students are called on one at a time to answer
- Answers are often short, one-word responses
- Feedback is usually just right or wrong rather than extending the thinking
- There is limited discussion or follow up questions to probe student understanding
Lead India 2020 is a national movement to develop India through training youth. It aims to bridge gaps in economic development and human development by 2020. The movement was inspired by Dr. APJ Abdul Kalam's vision of a developed India. Experiments in Andhra Pradesh showed promising results, such as increasing exam scores and literacy. Lead India 2020 and e-India will collaborate using technology to train youth across India and solve social problems through partnerships between various stakeholders. The goal is to develop India by training its youth to be agents of change in their communities.
Sunbeam EduServe Ltd is a company that aims to establish Sunbeam Schools across India and abroad, providing consultancy and turn-key assistance for setting up and running world-class schools. The company seeks associations with like-minded individuals and organizations to open new Sunbeam Schools, offering pre-operational and post-operational services to ensure successful school ventures. Sunbeam Schools provide a structured curriculum, teacher training, standard operating procedures, and affiliation to establish reputable educational institutions.
Creativity, innovation and entrepreneurship are the seeds to economic activity and entrepreneurs are the sources of jobs in an economy. According to TiE (The IndUS Entrepreneurs, a non - profit organization, which promotes entrepreneurship), each entrepreneur creates approximately 30 jobs. Entrepreneurship helps to make the Indian market export competitive and equally contributes in making the Indian brand more acceptable. People exposed to entrepreneurship frequently express that they have more opportunity to exercise creative freedoms, higher self-esteem, and an overall greater sense of control over their own lives. But the present younger generation is not able to enjoy all these benefits. A survey done by the Entrepreneurship Development Institute, India (EDII) in 2003 shows that young people are afraid to start their own business because they are not confident, not capable, and lack knowledge in starting a business. Many people would have the opportunity to change jobs or become an entrepreneur if they are properly trained. The students in India are not confident merely with the traditional education they receive in the universities. This throws a demand for education programs specifically designed to expand students’ knowledge and experience in entrepreneurship.
Entrepreneurship education in India faces cultural and financial constraints along with insufficient government capacity and private participation. Research points to the significant impact that good entrepreneurship education can make more towards entrepreneurial success and promotes entrepreneurial culture. Hence the plethora of entrepreneurship academics and academic programs at UK and US universities. A mainstay of many of the more successful entrepreneurship programs at business schools around the world is the involvement of successful entrepreneurs whose business careers provide an invaluable part of any university student’s entrepreneurship education.
At this backdrop, this paper tries to explain the need for a comprehensive formal system of entrepreneurship education against the present scenario.
Keywords: entrepreneur, entrepreneurship, entrepreneurship education
An overview of an South African approach for the advancement of entrepreneurship in-school. This critical initiative works to enable young people to become creators of jobs rather than job seekers. Youth unemployment represents a serious challenge to society and this nonprofit initiative that started in 1992 is now moving to scale. Core to this approach is effective collaboration amongst a broad range of stakeholders. The pilot of the Youth Enterprise Society (YES) clubs between 1994 and 1996 proved tremendously effective for its engagement of young people within entrepreneurship. Subsequent developments of "Simama Ranta" as well as the in-classroom syllabi component - resulted for the three components of YES clubs, Simama Ranta and Syllabi to form this approach to entrepreneurship education. It is with our own gratitude, as well as with the gratitude from thousands of learners as well as teachers, that we share this presentation with you. However, a lot of work still needs to be done to move beyond the 300 schools serviced - with the target of around 7,000 schools. Please join us and make it happen?! Our youth deserve to be enabled to build a life full of hope, courage, opportunity and to be full participants within the South African economy. It has been proven that one of the best ways to get people out of poverty is through entrepreneurship. We welcome your engagement whether it is through questions, suggestions, linkages, support or in any other manner that you choose engage.
The Learning Tree education and research institute is a proposed private education institute owned by Excel International. It aims to revolutionize education by imparting both theoretical and practical knowledge. The institute plans to be affiliated with Harvard University and promote individual talents and interests. It requires 100 crores in capital and plans to have over 2,000 students enrolled within 3 years of opening. The financial projections estimate revenues of over 30 crores and net profits of over 17 crores by the third year through school fees and other income sources. Risks include the large capital requirement and managing a diverse faculty. The business aims to tap into India's growing education sector and demand for practical, interest-based learning opportunities.
The document discusses future prospects for disabled children at the Samarthanam Trust, an NGO that provides education, vocational training, job placement and other support services to disabled individuals. It outlines various programs offered by the Trust, including IT/BPO training, special education, nutrition programs, and cultural/sports activities, to help build skills and independence for disabled children. The Trust aims to empower disabled youth and help them gain the abilities to fully participate in their communities through these types of developmental initiatives.
1.-Nurturing Entrepreneurship in Edu-HRDC 2.pptxNanditaSethi8
This focusses on how can entrepreneurship be nurtured within the education system . The curriculum and pedagogy changes that may be required to bring about the change
This annual report from Happy Horizons Trust provides an overview of the organization and its educational projects in 2015-2016. It discusses the mission to improve education quality in India, the expansion of projects and regions served in the past year, and highlights several key projects including Project Jagriti, Learning Through Videos, Career Seminars, and the Rukmini Devi Scholarship program which provides leadership training to high school girls. Contact information is also provided for the managing trustee, project manager, and various office locations.
The document outlines Manasa's experiences working in education in India and her realization that large-scale change requires cross-sector collaboration. It describes her work establishing schools in rural India at age 12, founding a nonprofit at UCLA to fund international development projects, joining Teach for India to teach in public schools and understand challenges firsthand, and now working at GOOD/Corps on social innovation. Her goal is to scale impact through asking questions and seeking cross-sector solutions, and she hopes the StartingBloc fellowship will help maximize her impact.
Byju's case study published by Harvard business school.Aswin Roy
Byju's is an Indian edtech startup that provides online educational material through its app and website. It has over 80 million registered students and aims to expand into global markets like the US. The summary analyzes Byju's business model, strategies for expansion into the US, and activities already undertaken there like acquisitions of Osmo and TutorVista. Porter's five forces and a PEST analysis are also presented to understand the opportunities and challenges of entering the US market.
Here is the list of the top 10 traits of an exceptional education leaders that include: 1. Life-long Learner 2. Analytical Thinking 3. Trust 4. Creative and Innovative 5. Community Building 6. Passion 7. Encourage Feedback and Collaboration 8. Influence 9. Vision 10. Empathy
This document discusses BYJU's expansion plans into the US market. It provides background on BYJU's business model and success in India. BYJU's founder expects to launch their digital library customized for the US K-12 market within 18-24 months. BYJU's has already acquired US companies like Osmo and TutorVista to enter the US market and gain licenses from Disney to use characters. The strategy involves identifying faculty, creating interactive videos, and acquiring companies to understand US consumer preferences to expand into the US education technology market.
This document provides an overview of social learning and how social media can be used to enhance training within an organization. It discusses social learning theory and how leaders should encourage positive behaviors through their own example. It also outlines how Facebook, YouTube, Twitter, and Google Plus can be implemented as social learning tools to help achieve organizational goals and foster collaboration. Key aspects of a successful social learning program are identified as improved efficiency, comprehension, and retention. The document emphasizes the importance of resource allocation to support an effective social network and establishing trust and accountability when using social media.
The document summarizes an English improvement and social entrepreneurship program called Afterschoool. The 3 year program aims to develop social entrepreneurs and change makers. It provides world-class and flexible entrepreneurship training both online and in-person. The pedagogy is based on top business schools and includes case studies, workshops, projects and visits with entrepreneurs to help students start socially-focused businesses and organizations. The program values sharing knowledge and embracing change to improve society.
The document presents 50 potential solutions to the problem of how an undergraduate psychology student named Stacy can gain more work experience to improve her career prospects after graduation. The solutions range from conventional options like internships and part-time jobs to more imaginative ideas that involve changing the laws of nature or having an unlimited budget. The document guides the reader through an ideation process, asking them to consider modifying initial solutions, integrating work experience into the academic program, career-specific pathways, and solutions with different constraints.
University roal in entreprenuership educationLaxman Nijve
The document discusses the role of universities in entrepreneurship education. It notes that universities are responsible for developing students' skills to meet the needs of businesses and entrepreneurship. However, the current education system focuses too heavily on theory over practical skills. This does not adequately prepare students for careers in business and entrepreneurship. There is a need for universities to reform their curricula and place greater emphasis on experiential learning to better support the development of student entrepreneurs.
Revolutionize Corporate Learning: Beyond Formal, Informal, Mobile, Social Dic...Marcia Conner
A report for business decision makers interested in abolishing traditional corporate training functions, creating instead vibrant modern collaborative cultures. Why? The corporate learning field is in dire need of bravery, insight, creativity and boldness. It has been stuck in an antiquated rut for too long. Full classrooms and smile-sheet summaries only indicate employees can successfully sit through training, not that these strategies demonstrate value or engender growth in competitive organizations. With a nod toward early twentieth-century innovations, moving the art world toward natural forms, the corporate education function should aim to become learning nouveau. The people responsible for fostering education throughout organizations ought to consider becoming artists. Here's how. [Additional information at http://www.marciaconner.com/learning-nouveau/]
1. The document discusses an afterschool program called AFTERSCHOOL that aims to develop social entrepreneurs through its comprehensive PGPSE program.
2. The PGPSE program focuses on areas like social development, rural transformation, education, and more. It uses cases, workshops, projects and other practical experiences.
3. AFTERSCHOOL conducts workshops all over India and aims to open branches in major cities to promote social entrepreneurship. It works to develop case studies on entrepreneurs and support their growth.
Seizing the Agenda | Unleashing the curriculum designer in us all (Secondary)Wholeeducation
The document discusses curriculum innovation and the spectrum of innovation from incremental to radical changes. It explores factors that influence the adoption of innovations including relative advantage, compatibility, complexity, trialability, and observability. Business leaders argue that education must better prepare students for life after school and support the development of skills, character, and attitudes needed to progress. Teachers recognize the need for paradigm shifts in education to focus more on student abilities than age and help students find their passions. Overhauling the current system to make these changes will require overcoming barriers of tradition and bureaucracy.
An introduction to Social Entrepreneurship workshop presented by Stephen Ca...Stephen Carrick-Davies
This document contains slides from a workshop on social entrepreneurship given by Stephen Carrick-Davies at Centurion University of Technology and Management in Bhubaneswar, India in January 2015. The workshop covered definitions of social entrepreneurship, examples of social entrepreneurs, qualities of social entrepreneurs such as being passionate, practical, and persistent, and how to build a culture of social entrepreneurship. It included group activities to discuss participants' social enterprise ideas and how to fund a social enterprise. The goal was to introduce the topic through interactive learning.
A good B School faculty has to find the applicability of emerging business practices i.e. the more of applied knowledge than the theoretical base. Class discussion and participation should focus on big picture. In emerging economies and markets disruption is common where there is No Right and No Wrong. More than one possibility exists to an opportunity. Restricted thinking is fad, visualizing big is the most desirable employable skill that needs to be inculcated. Understand and appreciate people use and apply concepts differently, same thing may have different views and perception. A good B school faculty listens carefully to the thoughts and ideas in class discussion and tries to draw some meaningful inferences non-judgmental.
Mark Edwards, Leadership and Strategy Programme Director at London Business School, considers ways of improving the stickiness of learning by examining a range of aspects, from the desire to learn to the ways the learned lessons can be applied.
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- The document describes an after-school program called Afterschoool that offers a comprehensive 3-year program in social entrepreneurship and spiritual entrepreneurship.
- The program aims to promote entrepreneurship and help develop society by enabling people to start businesses or social projects focused on areas like rural development, education, and more.
- Afterschoool's pedagogy is based on top business schools and includes components like meditation, business skills training, and workshops. It is a flexible program available both online and in-person.
Academic excellence vs. professional excellenceAbhipsha Mishra
Most students who excel in their academics don’t necessarily excel in their profession. For example; most CEOs are not necessarily toppers from the best B-schools. Why most often academic excellence does not translate into professional excellence? Where is the gap? Is it in the curriculum, system, corporate set up or somewhere else? How can we bridge the gap?
Education and the essence of learning have shaped human beings and the society to where they stand today.
Had it not been for education, chances are we would still be living under the rocks.
Similar to Stir Education in Advanc'edge October 2012 (20)
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
1. CORPORATE SPEAK
Creating a STIR for
better education
SHARATH JEEVAN served as Founding CEO
of Teaching Leaders, an initiative in the UK’s
most disadvantaged schools, and was formerly
Head of Social Ventures at eBay UK. He is CEO
of GlobalGiving.co.uk. He has an Economics
degree from Cambridge, Masters from Oxford,
and MBA from INSEAD. Now, he tells Puja
Shah about his initiative in India called Schools
& Teachers Innovating for Results Education (STIR), an NGO working on
grassroots ‘micro-innovations’ of schools and teachers across the world to
help disadvantaged children.
Tell us about your journey till you started STIR. What would you say, have been the most
I’m a social entrepreneur by career. I have set up an valuable lessons you’ve learnt on the way?
NGO which is trying to make a social impact both in the Probably the first lesson I’ve learnt is that having
UK and overseas. Previously I worked in the corporate a good link between your work experience and
sector with the consultants Booz and Company and eBay education is very useful. It helps to have work
as well. I also ran an IT company in Asia about a decade experience of a few years before doing the MBA
ago. Along the way, I’ve taken time to work in the social because you can really apply what you are learning
sector as well. I did my MBA at INSEAD in France. to practical experiences. Secondly is that it is always
good to continue to learn even if you are not in a
Tell us about your education. formal setting. Even now when I’m not studying,
I spent my first few years in India, did my schooling mostly I’m lucky enough to be able to go for conferences
in the UK and the Middle East, in the British system and and hear eminent people speak. I read a lot about
completed my undergraduate degree in Economics from what is happening in the field, I meet a lot of people
Cambridge. My first stint, for four and a half years was who are developing new things and innovating in
with Booz and Company – the management consultants, lots of ways, therefore, I’m still learning; and being
which gave me practical experience. I worked with able to continue to learn, even if it is not in a formal
ActionAid for a while. Following this I set up an IT educational environment, is useful.
company. I then enjoyed working in the corporate sector
but after running the company for a while, I decided to How did STIR start out? What does it hope
take a breather and consolidate the learning from this to achieve?
sector. So I made up my mind to do the MBA. This was Basically it came from the realisation that a lot
very useful as it introduced me to different fields and of schools and teachers should be at the heart of
subject areas of management. changing education and approving standards. In
44 Advanc’edge MBA October 2012 www.advancedge.com
2. CORPORATE SPEAK
India, about 60 million more Schools and teachers have come through. We have had
children are going to school than almost 200 ideas come to us from
before which is an amazing figure. should be at the heart of those visits and we are taking the
Also, about 95% have access to best 45-50 through to the final
free schooling which is again changing education. selection in the next expecting to
pretty impressive. Many other
The quality of education actually pick the 25 we want to
countries have also had an equal work with in Delhi. We want to
level of improvement, but what is is not always high test and see if these can be scaled
also important to note is that the up. Just to mention some of the
quality of education is not always enough, especially ideas that had potential – One is
high enough, especially for the
disadvantaged children. So, at
for the disadvantaged that we had a teacher who found
that kids are often very good at
STIR, we think about solutions to children in the world. math when they are helping their
that, in terms of what the teachers parents in the shops or grocery
are already doing in the classrooms, in the way the stores but when in the classrooms, they can’t grasp
schools are being managed, in the way parents are concepts, so, she brought monopoly money into
being engaged. We have created an organisation that the classroom. Another teacher found that kids find
tries to find innovative teaching practices and choose poetry very difficult so she brought in bollywood
the best ones. We work with teachers, test if these music to make poetry relevant to them. These are
ideas would work with other schools and if required, small scale and low cost innovations but if they
we align with the government, private sector and could be rolled out across India they could make an
NGOs to get these ideas scaled up so that they can enormous difference.
reach millions of children across the globe, over the
coming years. What are the challenges you expect? Have
you faced any resistance?
What plans do you have for STIR India? Not yet. I think everyone has been very supportive.
Now that we are formally working in India, we have Initially, we were worried if teachers would want
been searching for the best ideas in Delhi, for the last to take part in this, since they are not being paid
three months. We are trying to find best ideas across for this. We have teachers innovation programmes,
both NGO run schools and affordable private schools wherein we will be helping train them to influence
where the fees are usually 300-400 rupees a month others, to measure performances and to enhance their
and also across government schools. The team in teaching methods. The most exciting thing is that an
Delhi has visited about 250 schools so far. Many ideas idea that might start in the east somewhere and end
up in Nairobi or Brazil. We are trying
to create a global network so that ideas
can flow to other parts of the world.
MBA specialising in social service
is an upcoming trend in India,
what skill-sets are required in this
sector?
What makes the social sector different
from the commercial sector is the
ability to communicate a clear vision in
a compelling way. Also, it is necessary
for someone in this sector to be able to
tell a story effectively and get people
to support you and the vision as well.
Passion and vision are most important
so is working in a large network. We
India needs more teachers to help disadvantaged children are a small organisation, employing
www.advancedge.com Advanc’edge MBA October 2012 45
3. CORPORATE SPEAK
Did your management education help
you reach this place in your career?
Yes it did. Enormously. It is always good to
have a general management perspective. It
covers all the key areas. It helps me when
I have to work on finance issues and also
when I have to strategise or consider partner
collaborations. It doesn’t make you an expert
but it helps in asking the right questions.
It is a good credibility sign as well. If
you want funding or are trying to attract
partnerships, most people like to know
that the person they are considering doing
STIR aims to better quality of education for disadvantaged kids. business with has a good management or a
business background.
less than ten staff members but we work with about It also provides you with a great network
35 partner organisations in India, ranging from the of people, in India as well as around the world.
Azim Premji foundation to Teach for India and of Many of my alumni are business leaders or are in the
course the government. So, being able help manage government and are very open to being approached.
and understand partners is a key skill in the social
sector. The third skill which is extremely important What is your opinion of management
is how to measure the impact - education in India?
understanding how to design a The most exciting It clearly has a lot of variety.
programme, what is working and But my main observation is
what needs to be changed. It is thing is that an idea that practicality of training is
difficult to measure success in this
field, whereas, in the commercial
might start in the East lacking. It is changing gradually
but compared to a lot of other
sector it is more straightforward somewhere and end up countries there is pretty meagre
to measure it in terms of financial work experience. There needs to be
gain. Lastly, if you are a leader in Nairobi or Brazil. We a stronger practical element, more
in your organisation you need to
raise funds effectively, to be able
are trying to create a useful internships and corporate
projects. Basically business
to get support and resources from global network for ideas schools in India should link the
foundations, the government or industry or corporate world more
corporates. to flow across the world. closely with classroom education.
What, according to you, are the most Your advice to young MBA aspirants who
challenging and rewarding aspects of your want to be achievers….
job? Be clear about your goal and try to find the right path
The most rewarding aspect is the range of people you to get there. Be open to moving around and trying
get to see. For example, I might visit a few schools different things. Some people are lucky. They come
in the morning, might meet a corporate partner later out of business school and they know exactly what
on to discuss a collaboration, after that I might meet they want to do. I did as well. I knew I wanted to
a policy maker to talk about the work we want to do. be a social entrepreneur but I wasn’t sure of how
So the range of people is really exciting. We also to get there. So I tried some years in consulting
see different parts of society collide with each other. where I learnt a lot about management life and how
People who might never meet socially actually come to approach problems. I spent some years in the
together to work. commercial sector as well. So basically you need
The challenging side is that we are still a young to be adventurous and not shy away from trying
organisation. We know what our vision is but we different experiences. It might ultimately lead you to
have to learn as we go along. where you want to be.
46 Advanc’edge MBA October 2012 www.advancedge.com