Elon Musk, the world's wealthiest man, intends to establish a school and university in Texas, as reported by Forbes. Tax filings disclose Musk's $100 million donation to The Foundation, a charity set to launch an educational initiative primarily focused on STEM subjects. This move aligns with Musk's longstanding interest in education.

The programme, dedicated to STEM education, aims for an initial enrollment of approximately 50 students.

The charity&nbsp;plans to seek accreditation from the Southern Association of Colleges and Schools Commission on Colleges, while also pursuing tax-exempt status.

Although specific details about the school are not provided, the proposed university boasts experienced faculty and a traditional curriculum supplemented by hands-on learning experiences.

<a href="https://www.wionews.com/world/calling-for-genocide-elon-musk-slams-heads-of-harvard-mit-penn-universities-for-antisemitism-on-campus-667241">Also read |&nbsp;'Calling for genocide...': Elon Musk slams heads of Harvard, MIT, Penn universities for antisemitism on campus</a>

<h2>Musk's generous donation and tuition</h2>

Musk contributed $2.2 billion worth of Tesla stock to The Foundation last year, facilitating the funding for the proposed school.

The educational institution is expected to rely on tuition fees, donations, and will offer need-based scholarships.

Student selection criteria stress on&nbsp;merit, as outlined in the tax filing, with no guarantee of admission for foundation trustees, officers, employees, or their family members.

Elon Musk's interest in education predates this recent initiative. In 2014, he established Ad Astra, a small private school for his five children and some SpaceX employees.

Ad Astra, which does not use traditional grades, focuses on evaluating aptitudes and abilities. While Musk or his representatives have not responded to the recent reports, his commitment to education is evident through these endeavors.

Also watch |&nbsp;Elon Musk 'ready to help destroying Hamas'&nbsp;

<div class="videoWrapper trancodeVideo"><iframe allowfullscreen="" autoplay="1" class="includeVideo" frameborder="0" height="350" src="https://www.wionews.com/videos/who-warns-of-undiagnosed-pneumonia-elon-musk-ready-to-help-destroying-hamas-trending-on-wion-663891/embed" style="width:100%;max-width:560px;" width="560"></iframe></div>

Beyond education, Musk is involved in creating Snailbrook, a community near Austin, featuring a school, recreational facilities, and subsidised housing for employees of Tesla, SpaceX, and the Boring Company.

Musk owns around 6,000 acres in the Austin area, and Snailbrook, currently under construction, is expected to apply for incorporation once it reaches at least 201 residents, pending final approval from a county judge, as reported by The Wall Street Journal earlier this year.

(With inputs from agencies)

Elon Musk, the world's wealthiest man, intends to establish a school and university in Texas, as reported by Forbes. Tax filings disclose Musk's $100 million donation to The Foundation, a charity set to launch an educational initiative primarily focused on STEM subjects.

Elon Musk, the world's wealthiest man, intends to establish a school and university in Texas, as reported by Forbes. Tax filings disclose Musk's $100 million donation to The Foundation, a charity set to launch an educational initiative primarily focused on STEM subjects. This move aligns with Musk's longstanding interest in education. The programme, dedicated to STEM education, aims for an initial enrollment of approximately 50 students. The charity plans to seek accreditation from the Southern Association of Colleges and Schools Commission on Colleges, while also pursuing tax-exempt status. Although specific details about the school are not provided, the proposed university boasts experienced faculty and a traditional curriculum supplemented by hands-on learning experiences. Also read | 'Calling for genocide...': Elon Musk slams heads of Harvard, MIT, Penn universities for antisemitism on campus Musk's generous donation and tuition Musk contributed $2.2 billion worth of Tesla stock to The Foundation last year, facilitating the funding for the proposed school. The educational institution is expected to rely on tuition fees, donations, and will offer need-based scholarships. Student selection criteria stress on merit, as outlined in the tax filing, with no guarantee of admission for foundation trustees, officers, employees, or their family members. Elon Musk's interest in education predates this recent initiative. In 2014, he established Ad Astra, a small private school for his five children and some SpaceX employees. Ad Astra, which does not use traditional grades, focuses on evaluating aptitudes and abilities. While Musk or his representatives have not responded to the recent reports, his commitment to education is evident through these endeavors. Also watch | Elon Musk 'ready to help destroying Hamas' Beyond education, Musk is involved in creating Snailbrook, a community near Austin, featuring a school, recreational facilities, and subsidised housing for employees of Tesla, SpaceX, and the Boring Company. Musk owns around 6,000 acres in the Austin area, and Snailbrook, currently under construction, is expected to apply for incorporation once it reaches at least 201 residents, pending final approval from a county judge, as reported by The Wall Street Journal earlier this year. (With inputs from agencies)

Elon Musk commits $100mn to establish his own university, says report

"It takes her two hours to get to her school in these hills," said the person who was driving me around in a hill station nestled in Himalayas in north India's Uttarakhand state. While he told me about the duration it takes her daughter to reach school in the small but beautiful Himalayan town of Kausani, I could see tourism brimming around me. With improving road infrastructure, the 440 km distance from New Delhi to Kausani could be covered by road in less than a day — making tourism to flourish, as it has been doing since many years now. 
 
Home to more than 2,000 people, Kausani's children are free to dream of becoming writers, singers, athletes, astronomers, mathematicians and so on. 
 
But my driver's response revealed the stark reality of education in the small town. Two hours is the duration his daughter must spend in covering the distance&nbsp;every day to make her dreams achievable. The accessibility to schools for children living in Kausani are reflective of the larger reality of far-and-few institutional access to education in the hinterland across India. 
 
Education is a rigorous exercise. Its equal and qualitative access is integral for children to prosper towards a career which is not only fruitful but also enables them to show the world their genuine capabilities. 
 
However, for children living in remote areas and especially those from impoverished families, the childhood&nbsp;dreams of flying high are generally broken by the challenges of their early youth. Financial strains become a key issue. But what remains unaddressed is the lack of guidance and quality education which can help them choose their careers wisely and crack competitive exams when they compete against children from the rest of the country. 
 
25-year-old Priyanka Ghumre, who lives in Maharashtra's Mainda village, like many others, had once dreamt of getting a government job and building a successful career for herself. 
 
"We all dream to become successful in our life despite our ... background. However, when we face reality and challenges, we realise how difficult it is to build a fruitful career. In our village, after we study till fourth standard, the family starts discussing if we must even receive education or not because of numerous social and financial challenges," Ghumre told WION.

<h2>Career counselling - a rare opportunity in rural India?</h2>

Today, Ghumre along with many others is working with the Asude&nbsp;Foundation to guide these kids to decide the best career for them and is helping them identify their abilities and even carve their dreams - even if that is of becoming a Michelin-star chef. 
 
"In our education system, it is still possible to complete studies till 12th standard. But what remains a question is if we have the academic capabilities to compete with other students in college entrance exams even after completing our schooling," Ghumre asked. 
 
Speaking about the lack of guidance, she said, "Career counselling is something which is critically missing in the country's hinterland. Children have no one to guide what they should pursue and how they should build their careers. Financial constraints also play a major factor in deciding the career, as many end up choosing the one which is better paying and has&nbsp;job security." 
 
The idea of propagating unconventional career options in India's hinterland may sound intriguing. But it is likely to come with its set of challenges because of factors such as conservative mindsets and limited exposure to the rapidly changing global market. 
 
Founder and CEO, of Physics Wallah (PW) Alakh Pandey, spoke about how this challenge can be thwarted and how a better future for such students can be paved. 
 
"New-age skills training programmes serve as a powerful vehicle for breaking these barriers. By offering courses in emerging fields like data science, blockchain, and cybersecurity, these programmes introduce individuals to unconventional career pathways. In essence, these programmes not only address the difficulty of spreading unconventional career ideas but actively contribute to reshaping career perspectives in hinterland communities," Pandey said. 
 
To help Physics Wallah change the future of India's education, social peer-to-peer (P2P) lending platform Rang De has entered into a partnership which aims to address the need for accessible and affordable student loans to receive top-quality, industry-relevant education. 
 
"In its true essence, this partnership between Rang De and Physics Wallah holds significant promise in addressing the issue of accessible education in remote areas of our country. This collaboration aims to tackle two crucial elements that cause barriers in accessing education: affordable credit and access to quality educational programs. The collaboration between Rang De and Physics Wallah will enable deserving students from low-income backgrounds and remote areas by providing them with no collateral loans and help them get access to top-quality education through the residential programme," spoke Smita Ram, CEO and Co-founder, of Rang De.

(Disclaimer: The views of the writer do not represent the views of WION or ZMCL. Nor does WION or ZMCL endorse the views of the writer.)

"It takes her two hours to get to her school in these hills," said the person who was driving me around in a hill station nestled in Himalayas in north India's Uttarakhand state.

"It takes her two hours to get to her school in these hills," said the person who was driving me around in a hill station nestled in Himalayas in north India's Uttarakhand state. While he told me about the duration it takes her daughter to reach school in the small but beautiful Himalayan town of Kausani, I could see tourism brimming around me. With improving road infrastructure, the 440 km distance from New Delhi to Kausani could be covered by road in less than a day — making tourism to flourish, as it has been doing since many years now. Home to more than 2,000 people, Kausani's children are free to dream of becoming writers, singers, athletes, astronomers, mathematicians and so on. But my driver's response revealed the stark reality of education in the small town. Two hours is the duration his daughter must spend in covering the distance every day to make her dreams achievable. The accessibility to schools for children living in Kausani are reflective of the larger reality of far-and-few institutional access to education in the hinterland across India. Education is a rigorous exercise. Its equal and qualitative access is integral for children to prosper towards a career which is not only fruitful but also enables them to show the world their genuine capabilities. However, for children living in remote areas and especially those from impoverished families, the childhood dreams of flying high are generally broken by the challenges of their early youth. Financial strains become a key issue. But what remains unaddressed is the lack of guidance and quality education which can help them choose their careers wisely and crack competitive exams when they compete against children from the rest of the country. 25-year-old Priyanka Ghumre, who lives in Maharashtra's Mainda village, like many others, had once dreamt of getting a government job and building a successful career for herself. "We all dream to become successful in our life despite our ... background. However, when we face reality and challenges, we realise how difficult it is to build a fruitful career. In our village, after we study till fourth standard, the family starts discussing if we must even receive education or not because of numerous social and financial challenges," Ghumre told WION. Career counselling - a rare opportunity in rural India? Today, Ghumre along with many others is working with the Asude Foundation to guide these kids to decide the best career for them and is helping them identify their abilities and even carve their dreams - even if that is of becoming a Michelin-star chef. "In our education system, it is still possible to complete studies till 12th standard. But what remains a question is if we have the academic capabilities to compete with other students in college entrance exams even after completing our schooling," Ghumre asked. Speaking about the lack of guidance, she said, "Career counselling is something which is critically missing in the country's hinterland. Children have no one to guide what they should pursue and how they should build their careers. Financial constraints also play a major factor in deciding the career, as many end up choosing the one which is better paying and has job security." The idea of propagating unconventional career options in India's hinterland may sound intriguing. But it is likely to come with its set of challenges because of factors such as conservative mindsets and limited exposure to the rapidly changing global market. Founder and CEO, of Physics Wallah (PW) Alakh Pandey, spoke about how this challenge can be thwarted and how a better future for such students can be paved. "New-age skills training programmes serve as a powerful vehicle for breaking these barriers. By offering courses in emerging fields like data science, blockchain, and cybersecurity, these programmes introduce individuals to unconventional career pathways. In essence, these programmes not only address the difficulty of spreading unconventional career ideas but actively contribute to reshaping career perspectives in hinterland communities," Pandey said. To help Physics Wallah change the future of India's education, social peer-to-peer (P2P) lending platform Rang De has entered into a partnership which aims to address the need for accessible and affordable student loans to receive top-quality, industry-relevant education. "In its true essence, this partnership between Rang De and Physics Wallah holds significant promise in addressing the issue of accessible education in remote areas of our country. This collaboration aims to tackle two crucial elements that cause barriers in accessing education: affordable credit and access to quality educational programs. The collaboration between Rang De and Physics Wallah will enable deserving students from low-income backgrounds and remote areas by providing them with no collateral loans and help them get access to top-quality education through the residential programme," spoke Smita Ram, CEO and Co-founder, of Rang De. (Disclaimer: The views of the writer do not represent the views of WION or ZMCL. Nor does WION or ZMCL endorse the views of the writer.)

Dreaming through poverty: Children from rural India deserve meaningful careers that matter

Dr SS Badrinath was the founder and chairman of Sankara Nethralaya in Chennai. He died on Tuesday at 83. Tamil Nadu Congress Vice President Rama Suganthan confirmed the news of his demise on X.

Dr SS Badrinath was the founder and chairman of Sankara Nethralaya in Chennai. He died on Tuesday at 83. Tamil Nadu Congress Vice President Rama Suganthan confirmed the news of his demise on X. Former vice president of India, M Venkaiah Naidu, also condoled the death of Dr Badrinath. Here's everything you need to know about Dr SS Badrinath, a stalwart who built an iconic hospital that has helped thousands of patients, and still continues to do so. SS Badrinath's Early Life Dr Sengamedu Srinivasa Badrinath was born on 24 February 1940 in Triplicane, Chennai. His father, Sri SV Srinivasa Rao, worked for the Madras Government as an engineer in the Department of Public Works and Food Production. His mother, Lakshmi Devi, was the daughter of a leading advocate from Nerur, Tamil Nadu. Dr Badrinath was the youngest of seven siblings. He lost both his parents when he was a teenager. SS Badrinath's Education Due to a childhood illness, Dr Badrinath started his education when he was seven. He studied at the PS High School in Mylapore and Sri Ramakrishna Mission High School in Chennai. He completed his intermediate collegiate study at Loyola College in Chennai. Dr Badrinath studied at the Madras Medical College between 1957 and 1962. He completed his education using the life insurance policy money obtained after the death of his father. Dr Badrinath secured the highest marks in ophthalmology in the university exams and completed his medical studies on the first attempt. For his post-graduation, he went to the United States of America and attended the Grasslands Hospital, New York University postgraduate medical school and Brooklyn Eye and Ear Infirmary between 1963 and 1968. SS Badrinath's Medical Career In 1969, Dr Badrinath passed the examination for the Fellow of the Royal College of Surgeons in Canada. In 1970, he passed the American Board Examination in Ophthalmology. Dr Badrinath started his first job at the Voluntary Health Services in Adyar in the same year. Between 1970 and 1972, Dr Badrinath started his private practice in ophthalmology and vitreoretinal surgery at the HM Hospital and Vijaya Hospital in Chennai. In 1978, Dr Badrinath founded the Medical Research Foundation. Sankara Nethralaya is the hospital unit of this foundation. In 1999, the Government of India awarded Dr SS Badrinath with Padma Bhushan for building Sankara Nethralaya, a hospital that provided quality care at affordable cost, teaching and training ophthalmologists and paramedical personnel and research in vision sciences. SS Badrinath's Personal Life Dr Badrinath is survived by his wife, Dr Vasanthi Iyer, and their two sons. The two had met in Brooklyn in 1966 and married on 3 June 1967. (With inputs from agencies)

Who was SS Badrinath? Sankara Nethralaya founder & Padma Bhushan-winning Indian doctor dies at 83

International Students' Day celebrated on November 17&nbsp;is a significant occasion that aims to create an inclusive and multicultural environment for students internationally, encouraging cross-cultural dialogue and fostering a sense of belonging among the international student community, catering to their aspirations and experiences in today’s complex global scenario.

Importantly, this also aligns well with the focus on internationalisation in the newly implemented National Education Policy (NEP) 2020 which purportedly heralds a new era of Indian leadership in the field of higher education worldwide.&nbsp;&nbsp;

With a major push to the ‘internationalisation at home’ agenda, we are all set to repaint our educational landscape on the world map. Certain bold policy changes have already been put in place with the initiation of the NEP 2020, reckoning well with the stated ‘Vishwa Guru’ stance on the part of India.

The prime goal as envisaged is to make India an educational hub with a ten-fold increase in the number of international students from approximately 50,000 to 5,00,00 per year. Consequently, a number of initiatives starting from reserving 25 per cent of supernumerary seats for international students to establishing a Study in India (SII) Portal - a one-stop facility for registration, visa applications, desired course choices, receiving offer letters from relevant HEIs etc.&nbsp;

However, given the prevailing situation (including the adaptational and socio-economic issues) and trends in the migration of international students (the number of international students coming to India has remained largely static over the last decade), a revision of the roadmap approaching this issue appears overdue.

While it is argued that these students on Indian campuses create an intercultural learning environment, evidence also suggests that many a times international students feel socially and culturally marginalised, even feeling ghettoised at some levels.

In addition, no work permit during the course makes things much more complex for many students who have a different culture of higher education in their native lands (especially from the developed world, namely North America and most West&nbsp;European countries).&nbsp;

<h2 paraeid="{7c18a98d-8148-47c6-b247-8d3c70a0d122}{202}" paraid="554605757">Learn in India: Bhartiya Anubhav&nbsp;&nbsp;</h2>

The relevance and response of creatively crafting an international student’s Bhartiya Anubhav (Indian experience) needs to be recast and reaffirmed. In understanding this, one must reflect upon the composition and direction of student flow and alignment when it comes to making choices for destination India.

We see a predominance of certain neighbouring countries, with Nepal having the biggest share (13,574 in 2020-21) and more than 50 per cent&nbsp;of students coming from South Asia (AISHE). This is largely due to the push factors like lack of access, higher cost and concern for quality in higher education, rather than pull factors.

To emphasise the appeal of the Bhartiya Anubhava in education appears to be a viable route to building Destination&nbsp;India. The essence of this anubhav is in realising a multidimensional, holistic learning consciousness that integrates culture, emotion and cognition in a uniquely Indian way, thereby uplifting human connection and well-being.

This essentially hints at a paradigm shift in designing educational experiences for the international community in keeping with our promise of reclaiming the identity of a ‘Vishwa Guru.’&nbsp;

An important dimension linked to the above is that of decolonisation, also providing a counter to the one-way nature of the Internationalisation of Higher Education (IoHE), dominated by the west at present. Top destination countries viz. the US, UK, Canada, Australia etc. pursue and employ IoHE as a strategy for the accumulation of capital, wealth, and knowledge for the Western world, making profit maximisation the prominent goal of IoHE, thereby attesting to the hegemonic position of the west.

This has resulted in an approach that is exclusivist and elitist at its core. In fact, in its pursuit to become world-class, most of the ‘Global South’ follows internationalisation policies and practices as designed by the west.&nbsp;&nbsp;

India not only has a diverse socio-geographical possibility of offering situated knowledge experience but also the cultivated capacity to revolutionise new age learning with contextual adaptation. A few examples of this can be seen in designing advances through indigenous knowledge systems and bringing together AI (artificial intelligence) with Ayurveda, Astronomy, Vedic mathematics, Sanskrit studies, computational grammar, etc.

Further, the appeal of Indian art of living through yoga, spirituality, healing cultural spaces and architectural forms, folklore pedagogies, ecological paintings, etc. makes a better pitch for Indianising international higher education as compared to the idea of focusing upon STEM areas.&nbsp;

In this mission, the first step should be to conduct a Pan India Survey to map the aspirations and experiences of international students. Secondly, India needs to tap its vast pool of diaspora (in addition to the alumni connect) with an experiential understanding of the gaps in learning and aspirations of international students. Finally, a worldwide network of collaborative practitioners needs to be evolved to give effect to the bridging of gaps in the present model of internationalising higher education towards the mainstreaming of the Bhartiya way of achieving this.&nbsp;

(Disclaimer: The views of the writer do not represent the views of WION or ZMCL. Nor does WION or ZMCL endorse the views of the writer.)

International Students' Day celebrated on November 17 is a significant occasion that aims to create an inclusive and multicultural environment for students internationally, encouraging cross-cultural dialogue and fostering a sense of belonging among the international student community, catering to their aspirations and experiences in today’s complex global scenario.

International Students' Day celebrated on November 17 is a significant occasion that aims to create an inclusive and multicultural environment for students internationally, encouraging cross-cultural dialogue and fostering a sense of belonging among the international student community, catering to their aspirations and experiences in today’s complex global scenario. Importantly, this also aligns well with the focus on internationalisation in the newly implemented National Education Policy (NEP) 2020 which purportedly heralds a new era of Indian leadership in the field of higher education worldwide. With a major push to the ‘internationalisation at home’ agenda, we are all set to repaint our educational landscape on the world map. Certain bold policy changes have already been put in place with the initiation of the NEP 2020, reckoning well with the stated ‘Vishwa Guru’ stance on the part of India. The prime goal as envisaged is to make India an educational hub with a ten-fold increase in the number of international students from approximately 50,000 to 5,00,00 per year. Consequently, a number of initiatives starting from reserving 25 per cent of supernumerary seats for international students to establishing a Study in India (SII) Portal - a one-stop facility for registration, visa applications, desired course choices, receiving offer letters from relevant HEIs etc. However, given the prevailing situation (including the adaptational and socio-economic issues) and trends in the migration of international students (the number of international students coming to India has remained largely static over the last decade), a revision of the roadmap approaching this issue appears overdue. While it is argued that these students on Indian campuses create an intercultural learning environment, evidence also suggests that many a times international students feel socially and culturally marginalised, even feeling ghettoised at some levels. In addition, no work permit during the course makes things much more complex for many students who have a different culture of higher education in their native lands (especially from the developed world, namely North America and most West European countries). Learn in India: Bhartiya Anubhav The relevance and response of creatively crafting an international student’s Bhartiya Anubhav (Indian experience) needs to be recast and reaffirmed. In understanding this, one must reflect upon the composition and direction of student flow and alignment when it comes to making choices for destination India. We see a predominance of certain neighbouring countries, with Nepal having the biggest share (13,574 in 2020-21) and more than 50 per cent of students coming from South Asia (AISHE). This is largely due to the push factors like lack of access, higher cost and concern for quality in higher education, rather than pull factors. To emphasise the appeal of the Bhartiya Anubhava in education appears to be a viable route to building Destination India. The essence of this anubhav is in realising a multidimensional, holistic learning consciousness that integrates culture, emotion and cognition in a uniquely Indian way, thereby uplifting human connection and well-being. This essentially hints at a paradigm shift in designing educational experiences for the international community in keeping with our promise of reclaiming the identity of a ‘Vishwa Guru.’ An important dimension linked to the above is that of decolonisation, also providing a counter to the one-way nature of the Internationalisation of Higher Education (IoHE), dominated by the west at present. Top destination countries viz. the US, UK, Canada, Australia etc. pursue and employ IoHE as a strategy for the accumulation of capital, wealth, and knowledge for the Western world, making profit maximisation the prominent goal of IoHE, thereby attesting to the hegemonic position of the west. This has resulted in an approach that is exclusivist and elitist at its core. In fact, in its pursuit to become world-class, most of the ‘Global South’ follows internationalisation policies and practices as designed by the west. India not only has a diverse socio-geographical possibility of offering situated knowledge experience but also the cultivated capacity to revolutionise new age learning with contextual adaptation. A few examples of this can be seen in designing advances through indigenous knowledge systems and bringing together AI (artificial intelligence) with Ayurveda, Astronomy, Vedic mathematics, Sanskrit studies, computational grammar, etc. Further, the appeal of Indian art of living through yoga, spirituality, healing cultural spaces and architectural forms, folklore pedagogies, ecological paintings, etc. makes a better pitch for Indianising international higher education as compared to the idea of focusing upon STEM areas. In this mission, the first step should be to conduct a Pan India Survey to map the aspirations and experiences of international students. Secondly, India needs to tap its vast pool of diaspora (in addition to the alumni connect) with an experiential understanding of the gaps in learning and aspirations of international students. Finally, a worldwide network of collaborative practitioners needs to be evolved to give effect to the bridging of gaps in the present model of internationalising higher education towards the mainstreaming of the Bhartiya way of achieving this. (Disclaimer: The views of the writer do not represent the views of WION or ZMCL. Nor does WION or ZMCL endorse the views of the writer.)

Indianising internationalisation of higher education: A perspective on International Students' Day

Vrinda Kathore came back to India from Canada in September, leaving her education mid-way, before paying her second-year tuition fee. She was pursuing a post-graduate diploma in healthcare management. Sharing her experience in the country as an international student, she unveiled the sorry state of affairs in Canada's education system, compounded by high inflation and rent costs.

"I landed there in April 2022, I was studying at Cape Breton University and around that time the influx of immigration was not as bad as it got in the last 12-16 months," she told WION while speaking about her 'Canadian experience'.&nbsp;

When she landed in Canada, Kathore could find accommodation for herself as she already had it planned. She said there were 500 students in that intake and in the next four months, which was the September intake, there was a huge influx of about 3,500 students.&nbsp;

"That is when the housing and rental crisis began for me," she reflected on her time in Canada.

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The prices were high and there was a big shortage of housing, she noted adding that students were put in rooms like "pigs."

"In September 2022, when so many students came in, this was an opportunity for Canadian landlords to make money."&nbsp;&nbsp;

Kathore said the inflation is very high, so the landlords are also making money off the students.&nbsp;"In January 2023, the rent started to go way higher. Nobody was stopping these 'slumlords'."&nbsp;

<h2>Was forced to take classes in cinema halls&nbsp;</h2>

The most shocking thing, she pointed out, was that even when it was just 500 students, they were asked to take classes in cinema theatres.

"My first semester, I spent studying at the cinema theatre. So they did not have infrastructure and then they brought in more than 3,500 students.&nbsp;So they started renting out cinema theatres. So people would go and watch movies there in the evenings and in the morning the universities were renting it out as classrooms."&nbsp;&nbsp;

Kathore, along with her other fellow mates, protested on Facebook pages.

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Upon this, the universities tried to accommodate some of them at the campus.

"Everything kept changing in Canada every four months, with every intake."&nbsp;

<h2>Online classes&nbsp;</h2>

Kathore kept making friends from the new batches to understand the reality of Indian students studying in Canada.&nbsp;

"I heard complaints. Students are complaining that the university, without asking for their permission, shuffled their schedule, which the students made for themselves."&nbsp;

"Everybody makes their schedule as per their part-time job availability," Kathore said while speaking about how haywire things were.&nbsp;

<h2>Health crisis in Canada</h2>

"In Canada, all hospitals and medical facilities are run by the government and there is no option for private hospitals. There is a shortage of staff but unless there is an emergency, you will not get the services," she shared.&nbsp;

Kathore, who had aspirations to work in Canada for at least 7-8 years, said&nbsp; the wait line to get a family doctor was nearly two years.&nbsp;

"Once someone gets the family doctor, they have to do the general checkups. He would then refer me to other doctors... many times people just sit in the hospital with broken hands."&nbsp;

She said that she had&nbsp;met a lot of Canadians who go to America to get treatments if they get some serious health issues.&nbsp;

<h2>Indians hired for cheap labour&nbsp;</h2>

Kathore said that Canadian universities promise good-paying jobs and co-op programmes. "Ideally the universities must help, but they do not."&nbsp;

"They say that for placement, one needs to have a Canadian experience. Once we get in there, we are just called in for cheap labour. We are getting jobs at Tim Horton coffee shops. One is also given the job of a nanny at a medical facility, which is a National Occupation Classification (NOC) C job."

"We are called there to address the labour shortage. I am investing $30,000 but there is no ROI. The education system makes you feel that you don't deserve."

&nbsp;

&nbsp;

Vrinda Kathore came back to India from Canada in September, leaving her education mid-way, before paying her second-year tuition fee. She was pursuing a post-graduate diploma in healthcare management.

Vrinda Kathore came back to India from Canada in September, leaving her education mid-way, before paying her second-year tuition fee. She was pursuing a post-graduate diploma in healthcare management. Sharing her experience in the country as an international student, she unveiled the sorry state of affairs in Canada's education system, compounded by high inflation and rent costs. "I landed there in April 2022, I was studying at Cape Breton University and around that time the influx of immigration was not as bad as it got in the last 12-16 months," she told WION while speaking about her 'Canadian experience'. When she landed in Canada, Kathore could find accommodation for herself as she already had it planned. She said there were 500 students in that intake and in the next four months, which was the September intake, there was a huge influx of about 3,500 students. "That is when the housing and rental crisis began for me," she reflected on her time in Canada. Also Read | Situation may worsen in Iceland's sinking town, lava likely to flow from fissures for weeks, warn experts The prices were high and there was a big shortage of housing, she noted adding that students were put in rooms like "pigs." "In September 2022, when so many students came in, this was an opportunity for Canadian landlords to make money." Kathore said the inflation is very high, so the landlords are also making money off the students. "In January 2023, the rent started to go way higher. Nobody was stopping these 'slumlords'." Was forced to take classes in cinema halls The most shocking thing, she pointed out, was that even when it was just 500 students, they were asked to take classes in cinema theatres. "My first semester, I spent studying at the cinema theatre. So they did not have infrastructure and then they brought in more than 3,500 students. So they started renting out cinema theatres. So people would go and watch movies there in the evenings and in the morning the universities were renting it out as classrooms." Kathore, along with her other fellow mates, protested on Facebook pages. Also Read | Scientists discover evidence of Europe's catastrophic events since 40,000 years ago Upon this, the universities tried to accommodate some of them at the campus. "Everything kept changing in Canada every four months, with every intake." Online classes Kathore kept making friends from the new batches to understand the reality of Indian students studying in Canada. "I heard complaints. Students are complaining that the university, without asking for their permission, shuffled their schedule, which the students made for themselves." "Everybody makes their schedule as per their part-time job availability," Kathore said while speaking about how haywire things were. Health crisis in Canada "In Canada, all hospitals and medical facilities are run by the government and there is no option for private hospitals. There is a shortage of staff but unless there is an emergency, you will not get the services," she shared. Kathore, who had aspirations to work in Canada for at least 7-8 years, said the wait line to get a family doctor was nearly two years. "Once someone gets the family doctor, they have to do the general checkups. He would then refer me to other doctors... many times people just sit in the hospital with broken hands." She said that she had met a lot of Canadians who go to America to get treatments if they get some serious health issues. Indians hired for cheap labour Kathore said that Canadian universities promise good-paying jobs and co-op programmes. "Ideally the universities must help, but they do not." "They say that for placement, one needs to have a Canadian experience. Once we get in there, we are just called in for cheap labour. We are getting jobs at Tim Horton coffee shops. One is also given the job of a nanny at a medical facility, which is a National Occupation Classification (NOC) C job." "We are called there to address the labour shortage. I am investing $30,000 but there is no ROI. The education system makes you feel that you don't deserve."

Indian student speaks to WION, reveals shocking state of Canada's education system, housing and health infra

A compelling new documentary titled 'Borrowed Dreams: The Canadian Experience' throws spotlight on the challenges faced by Indian students living in Canada. These difficulties include a housing crisis, infrastructural inadequacies, and a pressing health crisis. Given the students' hesitancy to voice their concerns, WION connected with Yashvarya Mehta, the CEO of Insight, the company behind producing this eye-opening documentary.

Truth Behind 'Canadian Dream' of Indian Students

Taliban's acting minister of higher education, Neda Mohammad Nadim, has expressed concerning views during an address at Baghlan University, raising fears of women's rights being further breached. Nadim claimed that there are ongoing efforts to dismantle the existing system, ostensibly due to concerns related to women's issues. The minister said that according to Sharia and Allah's decrees, men and women are not considered equals.

He argued that, despite Western nations' efforts to promote gender equality, men and women are fundamentally unequal in the eyes of Allah.

According to his beliefs, men hold a dominant position, possessing authority that must be unquestionably obeyed, while women are expected to accept this subordination.

Also Read |&nbsp;<a href="https://www.wionews.com/trending/in-a-first-columbus-original-letter-announcing-discovery-of-america-to-go-on-sale-641453">In a first, Columbus' original letter announcing ‘discovery’ of America to go on sale</a>

"The Almighty Allah has distinguished between men and women. A male is the ruler, he has the authority, he must be obeyed, and the woman must accept his world. A woman is not equal to a man; however, they [Western nations] have placed her above a man," Nadim stated.

<h2>Challenges in educational system</h2>

During his address at Baghlan University,&nbsp;some professors and students raised concerns about the educational environment in universities, including the lack of resources and facilities.

Sayed Sati, a lecturer at Baghlan University, spoke of the need for proper equipment and facilities to promote scientific research and growth in universities.

Also Read |&nbsp;<a href="https://www.wionews.com/world/spain-six-killed-in-nightclub-fire-in-murcia-city-death-toll-likely-to-rise-641445">Spain: Six killed in nightclub fire in Murcia city, death toll likely to rise</a>

"The lack of regular transportation for students is the first issue. It should be taken care of because the distance between the city and the institution is great. The second issue is the lack of a dorm, which students have experienced for years,” said Student Yama Barna.

<h2>A controversial figure&nbsp;</h2>

Nadim, a former governor and military commander, has made a solemn commitment to eradicate the modern secular education that gained prominence in Afghanistan following the US-led invasion in 2001, which led to the downfall of the Taliban's initial regime.

He has also expressed strong opposition to the education of girls and women, deeming it inconsistent with Islamic principles and Afghan cultural values.

His remarks have often ignited controversy and raised concerns that the Taliban may intensify restrictions on female education.

Watch |&nbsp;<a href="https://www.wionews.com/videos/turkey-parliament-attack-suicide-bomb-attack-reported-just-before-parliament-was-set-to-meet-641442">Turkey Parliament Attack: Suicide bomb attack reported just before Parliament was set to meet</a>

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The extremist group has already prohibited girls from attending high schools and enforced gender segregation.&nbsp;

During a speech in Herat on December 4 last year, Nadim said that it would be "disrespectful" for Taliban members to undergo academic examinations to determine their qualifications. He insisted that a Taliban fighter's credentials should be judged by the number of bombs they had detonated.

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Taliban's acting minister of higher education, Neda Mohammad Nadim, has expressed concerning views during an address at Baghlan University, raising fears of women's rights being further breached.

Taliban's acting minister of higher education, Neda Mohammad Nadim, has expressed concerning views during an address at Baghlan University, raising fears of women's rights being further breached. Nadim claimed that there are ongoing efforts to dismantle the existing system, ostensibly due to concerns related to women's issues. The minister said that according to Sharia and Allah's decrees, men and women are not considered equals. He argued that, despite Western nations' efforts to promote gender equality, men and women are fundamentally unequal in the eyes of Allah. According to his beliefs, men hold a dominant position, possessing authority that must be unquestionably obeyed, while women are expected to accept this subordination. Also Read | In a first, Columbus' original letter announcing ‘discovery’ of America to go on sale "The Almighty Allah has distinguished between men and women. A male is the ruler, he has the authority, he must be obeyed, and the woman must accept his world. A woman is not equal to a man; however, they [Western nations] have placed her above a man," Nadim stated. Challenges in educational system During his address at Baghlan University, some professors and students raised concerns about the educational environment in universities, including the lack of resources and facilities. Sayed Sati, a lecturer at Baghlan University, spoke of the need for proper equipment and facilities to promote scientific research and growth in universities. Also Read | Spain: Six killed in nightclub fire in Murcia city, death toll likely to rise "The lack of regular transportation for students is the first issue. It should be taken care of because the distance between the city and the institution is great. The second issue is the lack of a dorm, which students have experienced for years,” said Student Yama Barna. A controversial figure Nadim, a former governor and military commander, has made a solemn commitment to eradicate the modern secular education that gained prominence in Afghanistan following the US-led invasion in 2001, which led to the downfall of the Taliban's initial regime. He has also expressed strong opposition to the education of girls and women, deeming it inconsistent with Islamic principles and Afghan cultural values. His remarks have often ignited controversy and raised concerns that the Taliban may intensify restrictions on female education. Watch | Turkey Parliament Attack: Suicide bomb attack reported just before Parliament was set to meet × The extremist group has already prohibited girls from attending high schools and enforced gender segregation. During a speech in Herat on December 4 last year, Nadim said that it would be "disrespectful" for Taliban members to undergo academic examinations to determine their qualifications. He insisted that a Taliban fighter's credentials should be judged by the number of bombs they had detonated. WATCH WION LIVE HERE You can now write for wionews.com and be a part of the community. Share your stories and opinions with us here. ×

‘Women must accept it's a man’s world’: Taliban education minister promotes gender inequality

The Egyptian government's recent decision to ban the wearing of the niqab (full-face veil) inside schools for the upcoming academic year, starting on September 30, has ignited conversations and elicited reactions within the country.

Egyptian Minister of Education, Reda Hegazy, has officially confirmed this decision and provided details about the new guidelines.

According to&nbsp;Hegazy, the new dress code allows students to wear a hair cover that does not obscure their face, reported BNN Breaking.&nbsp;

However, it strictly prohibits the use of models or illustrations that promote the hair cover unless they are approved by the relevant Directorate of Education.

This measure aims to strike a balance between religious expression and maintaining a clear educational environment.

Also read |&nbsp;<a href="https://www.wionews.com/world/egypt-protests-ethiopias-gerd-filling-labels-move-illegal-634846">Egypt protests Ethiopia's Nile dam filling, labels move 'Illegal'</a>

<h2>Guardian consent and voluntary choice</h2>

Minister Hegazy emphasised the pivotal role of guardians in students' dress choices. It is imperative that guardians are aware of and consent to their daughters' decision to wear a hair cover.

Furthermore, this choice should remain entirely voluntary, free from external pressure or coercion. To ensure this, the Ministry of Education has instructed education directorates across governorates to verify the guardians' awareness of this decision.&nbsp;

Regarding school uniforms, the ministry has introduced a coordinated approach.

The school board, in collaboration with trustees, parents, and teachers, will determine the appropriate uniform colours for both male and female students.

This decision will be made in consultation with the Directorate of Education, ensuring a unified and coordinated appearance for all students.

Minister Hegazy stressed that changes to school uniforms should be considered at the start of each educational stage, with a minimum interval of three years between alterations.

While guardians have the freedom to choose where to purchase uniforms, students are obliged to adhere to the specified uniform regulations. Any student found in violation of these regulations will not be permitted to enter or attend school.

Also watch |&nbsp;G20 Summit 2023: Erdogan, Abdel-Fattah el-Sissii discuss energy, bilateral ties

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Additionally, the minister highlighted the significance of conducting national identity exams, encompassing subjects such as Arabic language, national education, and religious education.

These exams are particularly relevant in international schools at the educational department level. The purpose of these exams is to ensure that students receive a well-rounded education, covering aspects of their national and cultural identity.

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The Egyptian government's recent decision to ban the wearing of the niqab (full-face veil) inside schools for the upcoming academic year, starting on September 30, has ignited conversations and elicited reactions within the country.

The Egyptian government's recent decision to ban the wearing of the niqab (full-face veil) inside schools for the upcoming academic year, starting on September 30, has ignited conversations and elicited reactions within the country. Egyptian Minister of Education, Reda Hegazy, has officially confirmed this decision and provided details about the new guidelines. According to Hegazy, the new dress code allows students to wear a hair cover that does not obscure their face, reported BNN Breaking. However, it strictly prohibits the use of models or illustrations that promote the hair cover unless they are approved by the relevant Directorate of Education. This measure aims to strike a balance between religious expression and maintaining a clear educational environment. Also read | Egypt protests Ethiopia's Nile dam filling, labels move 'Illegal' Guardian consent and voluntary choice Minister Hegazy emphasised the pivotal role of guardians in students' dress choices. It is imperative that guardians are aware of and consent to their daughters' decision to wear a hair cover. Furthermore, this choice should remain entirely voluntary, free from external pressure or coercion. To ensure this, the Ministry of Education has instructed education directorates across governorates to verify the guardians' awareness of this decision. Regarding school uniforms, the ministry has introduced a coordinated approach. The school board, in collaboration with trustees, parents, and teachers, will determine the appropriate uniform colours for both male and female students. This decision will be made in consultation with the Directorate of Education, ensuring a unified and coordinated appearance for all students. Minister Hegazy stressed that changes to school uniforms should be considered at the start of each educational stage, with a minimum interval of three years between alterations. While guardians have the freedom to choose where to purchase uniforms, students are obliged to adhere to the specified uniform regulations. Any student found in violation of these regulations will not be permitted to enter or attend school. Also watch | G20 Summit 2023: Erdogan, Abdel-Fattah el-Sissii discuss energy, bilateral ties Additionally, the minister highlighted the significance of conducting national identity exams, encompassing subjects such as Arabic language, national education, and religious education. These exams are particularly relevant in international schools at the educational department level. The purpose of these exams is to ensure that students receive a well-rounded education, covering aspects of their national and cultural identity. WATCH WION LIVE HERE:

Egypt bans face veil in schools for upcoming academic year

As young children in Sweden went back to school&nbsp;last month, they were met with teachers pushing them to use printed books and engage in quiet reading time as well as handwriting practice, while asking them to devote less time to their tablets, independent online research and keyboarding skills, according to a report&nbsp;by the Associated Press. What changed?

<h2>What prompted this switch?</h2>

According to the Swedish minister for schools, Lotta Edholm, the move has been long overdue, since lawmakers and experts in the country have questioned if their hyper-digitalised approach to education has proven detrimental to children and led to a decline in basic skills.

Edholm, a part of the centre-right coalition government, who took office nearly a year ago has long been critical of this all-out embrace of technology. He announced last month that the government has sought to reverse the national agency for education’s decision to make digital devices mandatory in preschools.&nbsp;

“Sweden’s students need more textbooks,” said the Swedish minister back in March. However, he has planned to take one step forward and end digital learning for children under age six, the ministry has told the AP.&nbsp;

The rapid adoption of digital learning tools also drew concerns from UNESCO which called for an “urgent call for appropriate use of technology in education”. The United Nations agency said that countries should speed up internet connections at schools but warned them to use it in a way that never replaces in-person and teacher-led instruction.

<h2>PIRLS report</h2>

A report by the Progress in International Reading Literacy Study (PIRLS)&nbsp;also highlighted that while Swedish students score above the European average for reading ability, it was the international assessment of fourth-grade reading levels that showed a decline among the country’s children between 2016 and 2021.

While multiple factors have affected this decline including the COVID-19 pandemic and a growing number of immigrant students who don’t speak Swedish as their first language, experts noted, the overuse of screens during school might have caused students to fall behind in core subjects.&nbsp;

“There’s clear scientific evidence that digital tools impair rather than enhance student learning,” Sweden’s Karolinska Institute said in a statement, last month addressing the country’s national digitalisation strategy in education.

It added, “We believe the focus should return to acquiring knowledge through printed textbooks and teacher expertise, rather than acquiring knowledge primarily from freely available digital sources that have not been vetted for accuracy.”

Catarina Branelius, a teacher at Stockholm’s Djurgardsskolan elementary school said that even before the issue went national she would only allow students to use technology for certain parts of the lessons. “I use tablets in math and we are doing some apps, but I don’t use tablets for writing text,” Branelius told AP.&nbsp;

Students under age 10 “need time and practice and exercise in handwriting…before you introduce them to write on a tablet,” said the teacher.&nbsp;

<h2>Is it just about helping children?</h2>

Liveon Palmer, a third grader and one of Branelius’ students told the news agency, “I like writing more in school, like on paper, because it just feels better, you know.”&nbsp;

While the issue remains hotly debated, not everyone is convinced that the shift is being made exclusively for the students as criticising the effects of technology is “a popular move with conservative politicians,” said Neil Selwyn, a professor of education at Monash University.&nbsp;

He added, “The Swedish government does have a valid point when saying that there is no evidence for technology improving learning, but I think that’s because there is no straightforward evidence of what works with technology. 
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As young children in Sweden went back to school last month, they were met with teachers pushing them to use printed books and engage in quiet reading time as well as handwriting practice, while asking them to devote less time to their tablets, independent online research and keyboarding skills, according to a report by the Associated Press.

As young children in Sweden went back to school last month, they were met with teachers pushing them to use printed books and engage in quiet reading time as well as handwriting practice, while asking them to devote less time to their tablets, independent online research and keyboarding skills, according to a report by the Associated Press. What changed? What prompted this switch? According to the Swedish minister for schools, Lotta Edholm, the move has been long overdue, since lawmakers and experts in the country have questioned if their hyper-digitalised approach to education has proven detrimental to children and led to a decline in basic skills. Edholm, a part of the centre-right coalition government, who took office nearly a year ago has long been critical of this all-out embrace of technology. He announced last month that the government has sought to reverse the national agency for education’s decision to make digital devices mandatory in preschools. “Sweden’s students need more textbooks,” said the Swedish minister back in March. However, he has planned to take one step forward and end digital learning for children under age six, the ministry has told the AP. The rapid adoption of digital learning tools also drew concerns from UNESCO which called for an “urgent call for appropriate use of technology in education”. The United Nations agency said that countries should speed up internet connections at schools but warned them to use it in a way that never replaces in-person and teacher-led instruction. PIRLS report A report by the Progress in International Reading Literacy Study (PIRLS) also highlighted that while Swedish students score above the European average for reading ability, it was the international assessment of fourth-grade reading levels that showed a decline among the country’s children between 2016 and 2021. While multiple factors have affected this decline including the COVID-19 pandemic and a growing number of immigrant students who don’t speak Swedish as their first language, experts noted, the overuse of screens during school might have caused students to fall behind in core subjects. “There’s clear scientific evidence that digital tools impair rather than enhance student learning,” Sweden’s Karolinska Institute said in a statement, last month addressing the country’s national digitalisation strategy in education. It added, “We believe the focus should return to acquiring knowledge through printed textbooks and teacher expertise, rather than acquiring knowledge primarily from freely available digital sources that have not been vetted for accuracy.” Catarina Branelius, a teacher at Stockholm’s Djurgardsskolan elementary school said that even before the issue went national she would only allow students to use technology for certain parts of the lessons. “I use tablets in math and we are doing some apps, but I don’t use tablets for writing text,” Branelius told AP. Students under age 10 “need time and practice and exercise in handwriting…before you introduce them to write on a tablet,” said the teacher. Is it just about helping children? Liveon Palmer, a third grader and one of Branelius’ students told the news agency, “I like writing more in school, like on paper, because it just feels better, you know.” While the issue remains hotly debated, not everyone is convinced that the shift is being made exclusively for the students as criticising the effects of technology is “a popular move with conservative politicians,” said Neil Selwyn, a professor of education at Monash University. He added, “The Swedish government does have a valid point when saying that there is no evidence for technology improving learning, but I think that’s because there is no straightforward evidence of what works with technology. WATCH WION LIVE HERE You can now write for wionews.com and be a part of the community. Share your stories and opinions with us here.

‘Back to basics’: Sweden brings back books, pens to its ‘hyper-digitalised’ schools. Here’s why

The Gujarat High Court in western India has declared it an "illegal act" for parents to compel children under the age of three to attend preschool.

The court made this statement while rejecting a bunch of petitions that challenged the state government's decision to establish six years as the minimum age requirement for Class One admission in the 2023-24 academic year.

A group of parents, whose children had not yet turned six by June 1, 2023, aimed to contest the state government's notification from January 31, 2020, which specified the age limit for admission to Class 1 in the 2023-24 academic year.

The petitioners requested the court to allow children who completed three years in preschool but hadn't yet reached the age of six by June 1, 2023, to be admitted for the current academic year.

They argued that denying admission would violate their right to education.

<h2>What did the court say?</h2>

The Gujarat High Court said that it's illegal on the part of parents to force their kids to attend preschool below the age of three. 
 
"Forcing children to go to a preschool below the age of three years is an illegal act on the part of the parents who are petitioners before us," the court observed. 
 
The court said that petitioners "cannot seek any leniency as they are guilty of a violation of the mandate of the Right to Education Rules (RTE), 2012 of the Right to Education Act, 2009", while referring to the law that gives all Indian children above the age of six right to study. 
 
The court said: "The right conferred upon a child by the constitutional provision of Article 21A and Section 3 of the RTE Act, 2009 begins after completion of the age of six years."

<h2>What does the rule say?</h2>

In accordance with the New Education Policy 2020&nbsp;— described as one of the most groundbreaking reforms in the Indian education system by Prime Minister Modi's administration&nbsp;—&nbsp;kids are supposed to be&nbsp;admitted at three years for nursery, four years for Lower Kindergarten (LKG), and five years for Upper Kindergarten (UKG).

Also watch |&nbsp;India gets new education policy after 34 years | Explainer | MHRD

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This implies that children must complete a three-year foundation before entering Class 1 at the age of six.

However, reports have claimed that many preschools in Gujarat and beyond&nbsp;still adhere to the older criteria, where nursery class admission criteria stood&nbsp;at 2.5 years.

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The Gujarat High Court in western India has declared it an "illegal act" for parents to compel children under the age of three to attend preschool. The court made this statement while rejecting a bunch of petitions that challenged the state government's decision to establish six years as the minimum age requirement for Class One admission in the 2023-24 academic year.

The Gujarat High Court in western India has declared it an "illegal act" for parents to compel children under the age of three to attend preschool. The court made this statement while rejecting a bunch of petitions that challenged the state government's decision to establish six years as the minimum age requirement for Class One admission in the 2023-24 academic year. A group of parents, whose children had not yet turned six by June 1, 2023, aimed to contest the state government's notification from January 31, 2020, which specified the age limit for admission to Class 1 in the 2023-24 academic year. The petitioners requested the court to allow children who completed three years in preschool but hadn't yet reached the age of six by June 1, 2023, to be admitted for the current academic year. They argued that denying admission would violate their right to education. What did the court say? The Gujarat High Court said that it's illegal on the part of parents to force their kids to attend preschool below the age of three. "Forcing children to go to a preschool below the age of three years is an illegal act on the part of the parents who are petitioners before us," the court observed. The court said that petitioners "cannot seek any leniency as they are guilty of a violation of the mandate of the Right to Education Rules (RTE), 2012 of the Right to Education Act, 2009", while referring to the law that gives all Indian children above the age of six right to study. The court said: "The right conferred upon a child by the constitutional provision of Article 21A and Section 3 of the RTE Act, 2009 begins after completion of the age of six years." What does the rule say? In accordance with the New Education Policy 2020 — described as one of the most groundbreaking reforms in the Indian education system by Prime Minister Modi's administration — kids are supposed to be admitted at three years for nursery, four years for Lower Kindergarten (LKG), and five years for Upper Kindergarten (UKG). Also watch | India gets new education policy after 34 years | Explainer | MHRD × This implies that children must complete a three-year foundation before entering Class 1 at the age of six. However, reports have claimed that many preschools in Gujarat and beyond still adhere to the older criteria, where nursery class admission criteria stood at 2.5 years. WATCH WION LIVE HERE You can now write for wionews.com and be a part of the community. Share your stories and opinions with us here.

India's Gujarat High Court observes forcing kids below three to attend pre-school is illegal

Banned form schools and universities, Afghan girls are increasingly turning to madrassas to continue learning, reported The National. Learning in the Islamic religious schools has allowed these girls to access learning spaces but experts are warning that the education cannot be a substitute for what the girls had access to during the previous US-backed Afghan regime.

After the Taliban seized power in the country in August 2021, the group has gradually and methodically restricted access to education to girls and women. Although initially Taliban claimed to be lenient towards women's education, they soon reneged on their promises.

The Taliban currently allows girls above Grade 6 - aged 11 and 12 - to study in religious schools.

“I joined this madrassa a month ago. It's close to my house,” said Munira,&nbsp;16, a student in Kabul as quoted by The National.

“I am happy to be able to learn reading Quran and some religious topics. But I wanted to become a doctor.”

Watch | Afghanistan: Taliban stops female students travelling to University of Dubai

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Munira told the news outlet that she was shocked when her school shut down two years ago.

A Unesco report revealed earlier this year that about 2.5 million Afghan girls and young women did not have access to education system. This comes to 80 per cent of the age group.

The number includes 1.2 million who were denied access to secondary and university education by the Taliban.

The report cited Afghanistan's Ministry of Education numbers to say that more than 20,000 older girls were studying at government-run madrassas. The total number or girls and young women studying in these religious schools comes to 95,000.

Also Read | <a href="https://www.wionews.com/south-asia/taliban-dole-out-65bn-mining-contracts-to-companies-having-ties-with-china-turkey-iran-631256">Taliban dole out $6.5 billion mining contracts to companies having ties with China, Turkey, Iran</a>

In addition to government-run madrassas, private madrassas are taking in female students too.

Sajeda Baqi (43), a former religious studies lecturer, when forced to stay home after Taliban closed university for girls, opened a private religious school in Kabul.

“We have more than 50 girl students so far, some of whom are older girls who cannot go to public school because of the ban on girls’ education," she told The National.

“Every day, we accept new female students.”

<h2>Madrassas 'do not replace schools'</h2>

Experts are warning that only religious education may not fulfill girls' educational needs.

“Madrassas might provide many girls an opportunity to continue engaging in a learning space, however in the current form, they do not replace schools which pave the path to future opportunities,” said Zuhra Faizi, an Afghan American researcher and a Harvard postdoctoral fellow, as quoted by The National.

“The Taliban, like all past Afghan governments, will make modifications in the education system. However, they cannot continue to delay the reopening of schools.”

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Banned form schools and universities, Afghan girls are increasingly turning to madrassas to continue learning, reported The National. Learning in the Islamic religious schools has allowed these girls to access learning spaces but experts are warning that the education cannot be a substitute for what the girls had access to during the previous US-backed Afghan regime.

Banned form schools and universities, Afghan girls are increasingly turning to madrassas to continue learning, reported The National. Learning in the Islamic religious schools has allowed these girls to access learning spaces but experts are warning that the education cannot be a substitute for what the girls had access to during the previous US-backed Afghan regime. After the Taliban seized power in the country in August 2021, the group has gradually and methodically restricted access to education to girls and women. Although initially Taliban claimed to be lenient towards women's education, they soon reneged on their promises. The Taliban currently allows girls above Grade 6 - aged 11 and 12 - to study in religious schools. “I joined this madrassa a month ago. It's close to my house,” said Munira, 16, a student in Kabul as quoted by The National. “I am happy to be able to learn reading Quran and some religious topics. But I wanted to become a doctor.” Watch | Afghanistan: Taliban stops female students travelling to University of Dubai × Munira told the news outlet that she was shocked when her school shut down two years ago. A Unesco report revealed earlier this year that about 2.5 million Afghan girls and young women did not have access to education system. This comes to 80 per cent of the age group. The number includes 1.2 million who were denied access to secondary and university education by the Taliban. The report cited Afghanistan's Ministry of Education numbers to say that more than 20,000 older girls were studying at government-run madrassas. The total number or girls and young women studying in these religious schools comes to 95,000. Also Read | Taliban dole out $6.5 billion mining contracts to companies having ties with China, Turkey, Iran In addition to government-run madrassas, private madrassas are taking in female students too. Sajeda Baqi (43), a former religious studies lecturer, when forced to stay home after Taliban closed university for girls, opened a private religious school in Kabul. “We have more than 50 girl students so far, some of whom are older girls who cannot go to public school because of the ban on girls’ education," she told The National. “Every day, we accept new female students.” Madrassas 'do not replace schools' Experts are warning that only religious education may not fulfill girls' educational needs. “Madrassas might provide many girls an opportunity to continue engaging in a learning space, however in the current form, they do not replace schools which pave the path to future opportunities,” said Zuhra Faizi, an Afghan American researcher and a Harvard postdoctoral fellow, as quoted by The National. “The Taliban, like all past Afghan governments, will make modifications in the education system. However, they cannot continue to delay the reopening of schools.” You can now write for wionews.com and be a part of the community. Share your stories and opinions with us here. WATCH WION LIVE HERE ×

After school ban, Afghan girls are enrolling in madrassas to continue education

US President Joe Biden is scheduled to visit Vietnam on September 10 for a meeting with Nguyen Phu Trong, the leader of Vietnam's ruling Communist Party. This visit to Hanoi comes immediately after Biden's participation in the G20 summit in India, showcasing the United States' strategic engagement in the Indo-Pacific region.

<h2>Countering China's influence</h2>

The timing of Biden's visit underscores Washington's intent to counterbalance China's expanding influence in the region. The White House aims to foster closer ties with Vietnam as part of its broader strategy to manage China's growing sway.

<h2>Focus on technology and education</h2>

During the visit, discussions will revolve around promoting a technology-focused and innovation-driven Vietnamese economy. Plans also include expanding educational exchanges between the two nations, reflecting a commitment to knowledge-sharing and capacity-building.

Also read |&nbsp;<a href="https://www.wionews.com/world/after-brics-and-before-g-20-china-wrongly-depicts-parts-of-india-as-chinese-territories-630027">Ahead of G-20 summit, China wrongly depicts parts of India as Chinese territories</a>

<h2>Addressing global challenges</h2>

Furthermore, Biden and Vietnamese leaders will explore avenues to combat climate change and enhance regional peace, prosperity, and stability. This highlights their shared interest in addressing pressing global challenges.

Also read |&nbsp;<a href="https://www.wionews.com/business-economy/vietnam-likely-to-benefit-more-from-indias-restrictive-trade-policy-627857">Vietnam likely to benefit more from India’s restrictive trade policy</a>

<h2>Changing relationship dynamics</h2>

In early August, Biden had foreshadowed his upcoming visit to Vietnam, emphasising Hanoi's desire to transform its relationship with the United States into a more robust partnership. The visit signifies the intent to nurture deeper diplomatic ties.

The United States and Vietnam share concerns over China's growing influence and assertiveness, particularly in maritime disputes in the South China Sea. This common apprehension has led to increased collaboration between Washington and Hanoi.

Also watch |&nbsp;Make in India gets shot in the arm as ISRO breaks new ground: Pawan Goenka

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In April, the US and Vietnam pledged to upgrade their diplomatic relations, a move that signalled their commitment to strengthening ties. This pledge was formalised when US Secretary of State Antony Blinken made a stopover in Vietnam en route to a Group of Seven (G7) foreign ministers' meeting in Japan.

President Biden's visit to Vietnam serves as a significant diplomatic initiative aimed at reinforcing regional partnerships, addressing shared concerns, and advancing common interests in a strategically vital part of the world.

(With inputs from agencies)

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US President Joe Biden is scheduled to visit Vietnam on September 10 for a meeting with Nguyen Phu Trong, the leader of Vietnam's ruling Communist Party. This visit to Hanoi comes immediately after Biden's participation in the G20 summit in India, showcasing the United States' strategic engagement in the Indo-Pacific region.

US President Joe Biden is scheduled to visit Vietnam on September 10 for a meeting with Nguyen Phu Trong, the leader of Vietnam's ruling Communist Party. This visit to Hanoi comes immediately after Biden's participation in the G20 summit in India, showcasing the United States' strategic engagement in the Indo-Pacific region. Countering China's influence The timing of Biden's visit underscores Washington's intent to counterbalance China's expanding influence in the region. The White House aims to foster closer ties with Vietnam as part of its broader strategy to manage China's growing sway. Focus on technology and education During the visit, discussions will revolve around promoting a technology-focused and innovation-driven Vietnamese economy. Plans also include expanding educational exchanges between the two nations, reflecting a commitment to knowledge-sharing and capacity-building. Also read | Ahead of G-20 summit, China wrongly depicts parts of India as Chinese territories Addressing global challenges Furthermore, Biden and Vietnamese leaders will explore avenues to combat climate change and enhance regional peace, prosperity, and stability. This highlights their shared interest in addressing pressing global challenges. Also read | Vietnam likely to benefit more from India’s restrictive trade policy Changing relationship dynamics In early August, Biden had foreshadowed his upcoming visit to Vietnam, emphasising Hanoi's desire to transform its relationship with the United States into a more robust partnership. The visit signifies the intent to nurture deeper diplomatic ties. The United States and Vietnam share concerns over China's growing influence and assertiveness, particularly in maritime disputes in the South China Sea. This common apprehension has led to increased collaboration between Washington and Hanoi. Also watch | Make in India gets shot in the arm as ISRO breaks new ground: Pawan Goenka In April, the US and Vietnam pledged to upgrade their diplomatic relations, a move that signalled their commitment to strengthening ties. This pledge was formalised when US Secretary of State Antony Blinken made a stopover in Vietnam en route to a Group of Seven (G7) foreign ministers' meeting in Japan. President Biden's visit to Vietnam serves as a significant diplomatic initiative aimed at reinforcing regional partnerships, addressing shared concerns, and advancing common interests in a strategically vital part of the world. (With inputs from agencies) WATCH WION LIVE HERE:

US President Biden to visit Vietnam after G-20 in India: White House

India's inaugural artificial intelligence school has been opened in Kerala. The groundbreaking&nbsp;inauguration of the Santhigiri Vidyabhavan took place in Thiruvananthapuram, the capital city of Kerala. The school was officially inaugurated by former Indian President Ram Nath Kovind on Tuesday (August 22).&nbsp;This initiative is aimed at revolutionising the education sector through innovative technology-driven learning methods.

<h2>AI technology</h2>

The AI School, a collaboration between Vedhik eSchool and iLearning Engines (ILE) USA, is set to reshape the way students learn and engage with their studies. The school's design and framework have been meticulously managed by a committee of experienced professionals, including former Chief Secretaries, DGPs, and Vice Chancellors, ensuring a holistic approach to education.

<h2>Innovative methods</h2>

Vedhik eSchool officials reportedly stressed the AI School's significance as a forward-looking educational paradigm. Integrating artificial intelligence technology. The AI School guarantees students access to a high-quality learning experience equivalent to traditional classroom settings.

Also Read |&nbsp;<a href="https://www.wionews.com/india-news/indias-chandrayaan-3-to-make-historic-attempt-at-moon-landing-today-628136">India's Chandrayaan-3 to make historic attempt at moon landing today</a>

Notably, this immersive learning experience is accessible through the school's website, extending beyond regular school hours.

The AI School adheres to the guidelines outlined in the New National Education Policy (NEP 2020) and is designed to meet the stringent criteria set by the National School Accreditation Standards.&nbsp;

<h2>Tailored learning&nbsp;</h2>

Initially catering to students in classes 8 to 12, the AI School offers a plethora of learning avenues. From multi-teacher revision support to aptitude tests and career mapping, students can access an array of resources to enhance their academic journey.

Also Read | <a href="https://www.wionews.com/india-news/chandrayaan-3-soft-landing-will-offer-basic-tech-for-landing-missions-to-other-planets-628071">Chandrayaan-3 soft-landing will offer basic tech for landing missions to other planets</a>

Vedhik eSchool said the AI School's role is to equip students for a successful future.

The platform offers intensive training for competitive exams, including JEE, NEET, MAT, CUET, CLAT, G-MAT, GRE, and language proficiency tests such as IELTS.

Additionally, the AI School provides guidance for pursuing higher education and scholarships in renowned foreign universities.

<h2>Minimal cost</h2>

One of the standout features of the AI School is its commitment to affordability. By providing digital content through the school's website, the initiative eliminates any supplementary financial burdens on schools and parents.

WATCH |&nbsp;Decoding Chandrayaan-3 landing: 'If problem arises, landing could be delayed'

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The AI School not only empowers students but also offers parents an effective way to monitor their children's academic progress.&nbsp;The collaborative effort between Vedhik eSchool and iLearning Engines (ILE) USA heralds a new era in education, where technology and innovation converge to create an inclusive and dynamic learning environment.

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India's inaugural artificial intelligence school has been opened in Kerala. The groundbreaking inauguration of the Santhigiri Vidyabhavan took place in Thiruvananthapuram, the capital city of Kerala.

India's inaugural artificial intelligence school has been opened in Kerala. The groundbreaking inauguration of the Santhigiri Vidyabhavan took place in Thiruvananthapuram, the capital city of Kerala. The school was officially inaugurated by former Indian President Ram Nath Kovind on Tuesday (August 22). This initiative is aimed at revolutionising the education sector through innovative technology-driven learning methods. AI technology The AI School, a collaboration between Vedhik eSchool and iLearning Engines (ILE) USA, is set to reshape the way students learn and engage with their studies. The school's design and framework have been meticulously managed by a committee of experienced professionals, including former Chief Secretaries, DGPs, and Vice Chancellors, ensuring a holistic approach to education. Innovative methods Vedhik eSchool officials reportedly stressed the AI School's significance as a forward-looking educational paradigm. Integrating artificial intelligence technology. The AI School guarantees students access to a high-quality learning experience equivalent to traditional classroom settings. Also Read | India's Chandrayaan-3 to make historic attempt at moon landing today Notably, this immersive learning experience is accessible through the school's website, extending beyond regular school hours. The AI School adheres to the guidelines outlined in the New National Education Policy (NEP 2020) and is designed to meet the stringent criteria set by the National School Accreditation Standards. Tailored learning Initially catering to students in classes 8 to 12, the AI School offers a plethora of learning avenues. From multi-teacher revision support to aptitude tests and career mapping, students can access an array of resources to enhance their academic journey. Also Read | Chandrayaan-3 soft-landing will offer basic tech for landing missions to other planets Vedhik eSchool said the AI School's role is to equip students for a successful future. The platform offers intensive training for competitive exams, including JEE, NEET, MAT, CUET, CLAT, G-MAT, GRE, and language proficiency tests such as IELTS. Additionally, the AI School provides guidance for pursuing higher education and scholarships in renowned foreign universities. Minimal cost One of the standout features of the AI School is its commitment to affordability. By providing digital content through the school's website, the initiative eliminates any supplementary financial burdens on schools and parents. WATCH | Decoding Chandrayaan-3 landing: 'If problem arises, landing could be delayed' × The AI School not only empowers students but also offers parents an effective way to monitor their children's academic progress. The collaborative effort between Vedhik eSchool and iLearning Engines (ILE) USA heralds a new era in education, where technology and innovation converge to create an inclusive and dynamic learning environment. WATCH WION LIVE HERE You can now write for wionews.com and be a part of the community. Share your stories and opinions with us here. ×

Redefining education, India's maiden AI school unveiled in southern state of Kerala

In a heart-wrenching incident, a woman in the southern Indian state of Tamil Nadu jumped in front of a moving bus and committed suicide. The woman, identified as 45-year-old Paapaathi took her own life, owing to financial troubles that were hampering her son's education, reports claimed.

In a heart-wrenching incident, a woman in the southern Indian state of Tamil Nadu jumped in front of a moving bus and committed suicide. The woman, identified as 45-year-old Paapaathi took her own life, owing to financial troubles that were hampering her son's education, reports claimed. Paapaathi, a single mother, worked as a temporary sweeper at the Salem Collectorate. She had been in a financial crunch and was looking out for opportunities to pay Rs 45,000 fee of her son who is pursuing architecture at a polytechnic college. The Salem Town Police in its investigation found that the woman decided to jump in front of the bus after she was 'misled' by someone that her family would get compensation for her death. "She was under severe stress and was always worrying about her children. She had taken loans to pay their fees in the past," one of Paapaathi's neighbours was quoted as saying by the Quint. Also read | Jammu & Kashmir: Two terrorists killed in infiltration bid, 8 killed this week Son denies claims While most reports claimed that Paapaathi died for the aforementioned reasons, her son refuted the claims. "All this news about how she deliberately jumped in front of the bus to pay my fees is fake news... It is not true. I don't want to say anything more, but this is fake news," her son Rubatharan told the publication. Although the incident took place over a month ago, the CCTV footage of the incident went viral in the last few days. The netizens, upon watching the video were disheartened and questioned what led the woman to commit such an act. Watch | WION Dispatch: Delhi police solve six-month-old murder case × "This is heart-wrenching! Unbelievable! Tragic beyond words," said one user, while another added, "This story is too horrifying. Education should be free for all." A third said, "A mother had to kill herself to pay her son’s college fees. Merely 45 thousand had compelled her to destroy herself. She was a sweeper at Salem collectorate. Aren't we ashamed of ourselves? How pathetic this incident is! How poverty is dominating over humanity!" (With inputs from agencies) WATCH WION LIVE HERE:

India: Woman jumps in front of moving bus, hoping her death compensation would pay son’s college fee

There has been a lot of buzz about all the ways that Artificial Intelligence could change the world, from the workplace to schools and day-to-day life as a whole, but the recent advancements in the field could spell the end of the traditional school classroom. In an interview with the British media outlet, The Guardian, on Friday (July 7) one of the world’s leading experts on AI made the prediction that for better or worse, AI might change classrooms.&nbsp;

<h2>How would things change?</h2>

Speaking about how AI could potentially change traditional school classrooms, a British computer scientist at the University of California, Berkeley, Professor Stuart Russell told The Guardian, “Education is the biggest benefit that we can look for in the next few years.”&nbsp;

He explained how personalised ChatGPT-style tutors would significantly enrich education while expanding global access by delivering personalised tuition to everyone with a smartphone and could potentially feasibly deliver “most material through to the end of high school”.&nbsp;

ALSO READ |&nbsp;<a href="https://www.wionews.com/world/homework-will-never-be-the-same-chatgpt-founder-tells-students-in-tokyo-603557">Homework will ‘never be the same,’ ChatGPT-maker's OpenAI CEO tells students in Tokyo</a>

It might take a few years, possibly by the end of the decade, said Russell, but the ability to deliver “high quality of education to every child in the world. That’s potentially transformative,” as quoted by the British media outlet.

<h2>What about the risks?</h2>

According to Russell, deploying technology as strong as AI in the education sector also has its risks including possible indoctrination.&nbsp;

Speaking to The Guardian, he said that while research has shown evidence that human tutors with one-on-one teaching have been two to three more times effective than traditional classrooms, “It’s literally infeasible to do that for every child in the world. There aren’t enough adults to go around.”

This is where AI’s personalised ChatGPT-style tutors could step in. On the other hand, it would also prompt “reasonable fears” among teachers and teaching unions of “fewer teachers being employed or possibly even none,” Russell told The Guardian.&nbsp;

Speaking about the risks he also said, “It will be essential to ensure that the social aspects of childhood are preserved and improved.” He expressed hope and that if the system is “properly designed, won’t tell a child how to make a bioweapon. I think that’s manageable.”&nbsp;

ALSO READ |&nbsp;<a href="https://www.wionews.com/technology/ai-robots-make-bold-claim-at-un-conference-theyre-ready-to-run-the-world-613199">AI robots make bold claim at UN conference: They're ready to 'run the world'</a>

In relation to the education sector, he told The Guardian, that a more concerning issue would be its potential hijacking of software by authoritarian regimes or other players. “I’m sure the Chinese government hopes (the technology) is more effective at inculcating loyalty to the state,” said Russell, adding that in this case, AI would be “more effective than a book or a teacher.”

<h2>Should we be worried about the risks?</h2>

Notably, the British computer scientist was also one of the signatories of an open letter calling for a pause on the “out-of-control race” to develop AI and has spent years highlighting the risks that the technology poses.&nbsp;

Russell also went on to tell The Guardian that lawmakers are belatedly recognising and engaging with the issue so that’s good. But in addition to direct risks AI systems, particularly large language models, can have unpredictable consequences considering hundreds of millions of people will be in “conversation with these things all the time.”&nbsp;

ALSO READ |&nbsp;<a href="https://www.wionews.com/technology/explained-ai-journalism-can-artificial-intelligence-replace-journalists-587630">Explained | AI journalism: Can artificial intelligence replace journalists?</a>

“We don’t know what direction they could change global opinion and political tendencies,” Russell told The Guardian, adding that it could be a “massive environmental crisis or nuclear war” and we would not even realise why this has happened.&nbsp;

“Those are just consequences of the fact that whatever direction it moves public opinion, it does so in a correlated way across the entire world,” he added. Therefore, considering experts are still unable to figure out how to quantify the risks of losing control of the AI system it continues to pose both regulatory and technical challenges.&nbsp;

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There has been a lot of buzz about all the ways that Artificial Intelligence could change the world, from the workplace to schools and day-to-day life as a whole, but the recent advancements in the field could spell the end of the traditional school classroom.

There has been a lot of buzz about all the ways that Artificial Intelligence could change the world, from the workplace to schools and day-to-day life as a whole, but the recent advancements in the field could spell the end of the traditional school classroom. In an interview with the British media outlet, The Guardian, on Friday (July 7) one of the world’s leading experts on AI made the prediction that for better or worse, AI might change classrooms. How would things change? Speaking about how AI could potentially change traditional school classrooms, a British computer scientist at the University of California, Berkeley, Professor Stuart Russell told The Guardian, “Education is the biggest benefit that we can look for in the next few years.” He explained how personalised ChatGPT-style tutors would significantly enrich education while expanding global access by delivering personalised tuition to everyone with a smartphone and could potentially feasibly deliver “most material through to the end of high school”. ALSO READ | Homework will ‘never be the same,’ ChatGPT-maker's OpenAI CEO tells students in Tokyo It might take a few years, possibly by the end of the decade, said Russell, but the ability to deliver “high quality of education to every child in the world. That’s potentially transformative,” as quoted by the British media outlet. What about the risks? According to Russell, deploying technology as strong as AI in the education sector also has its risks including possible indoctrination. Speaking to The Guardian, he said that while research has shown evidence that human tutors with one-on-one teaching have been two to three more times effective than traditional classrooms, “It’s literally infeasible to do that for every child in the world. There aren’t enough adults to go around.” This is where AI’s personalised ChatGPT-style tutors could step in. On the other hand, it would also prompt “reasonable fears” among teachers and teaching unions of “fewer teachers being employed or possibly even none,” Russell told The Guardian. Speaking about the risks he also said, “It will be essential to ensure that the social aspects of childhood are preserved and improved.” He expressed hope and that if the system is “properly designed, won’t tell a child how to make a bioweapon. I think that’s manageable.” ALSO READ | AI robots make bold claim at UN conference: They're ready to 'run the world' In relation to the education sector, he told The Guardian, that a more concerning issue would be its potential hijacking of software by authoritarian regimes or other players. “I’m sure the Chinese government hopes (the technology) is more effective at inculcating loyalty to the state,” said Russell, adding that in this case, AI would be “more effective than a book or a teacher.” Should we be worried about the risks? Notably, the British computer scientist was also one of the signatories of an open letter calling for a pause on the “out-of-control race” to develop AI and has spent years highlighting the risks that the technology poses. Russell also went on to tell The Guardian that lawmakers are belatedly recognising and engaging with the issue so that’s good. But in addition to direct risks AI systems, particularly large language models, can have unpredictable consequences considering hundreds of millions of people will be in “conversation with these things all the time.” ALSO READ | Explained | AI journalism: Can artificial intelligence replace journalists? “We don’t know what direction they could change global opinion and political tendencies,” Russell told The Guardian, adding that it could be a “massive environmental crisis or nuclear war” and we would not even realise why this has happened. “Those are just consequences of the fact that whatever direction it moves public opinion, it does so in a correlated way across the entire world,” he added. Therefore, considering experts are still unable to figure out how to quantify the risks of losing control of the AI system it continues to pose both regulatory and technical challenges. WATCH WION LIVE HERE You can now write for wionews.com and be a part of the community. Share your stories and opinions with us here.

Will AI end traditional school classrooms? Here’s what an expert says

A &nbsp;lot of importance is given to academics in countries like India. Society believes you are successful if you have an excellent academic background. You are worthy if you have earned various academic degrees with good grades. But what about non-academic areas? What about one's passions? 
 
In today’s Indian society, every student is competing for good grades, ranks, getting into top universities, and getting job placements. At the same time, professionals are in a race to perform the best and gain recognition. But is that really their passion? 
 
These days people care more about financial security than what they are passionate about. While interacting with people, I often observe that only a few professionals are following their dreams, while most are just chasing a ‘reputed job’ and a ‘good pay cheque’.&nbsp;

ALSO READ |&nbsp;<a href="https://www.wionews.com/world/south-korea-drops-killer-questions-from-8-hour-gruelling-college-entrance-exam-611057">South Korea drops ‘killer questions’ from 8-hour gruelling college entrance exam</a>

As a student, I can say that the importance given to good grades is unreasonable and unachievable for many. Students often feel pressured by their families, society, and peers to score well. If they don’t, they are usually looked down upon as not being serious about their future career and even life! It is shocking how failing in studies is often equated with failure in life. After all this, it is not very surprising to see so many students suffering from depression and anxiety, and in some cases in which students have committed suicide. 
 
A lot of students in my class, when asked why they were doing the current course, responded that it was just for a master’s degree, which attracts more value in corporates. Due to academic pressures, we often lose our passion or can’t give them enough time and focus. While my passions are music and writing, I hardly get any time to pursue them while trying to navigate through my academics. During the end of the semester, there is hardly any time to spare, let alone pursue anything else than studies. It is concerning how schools and colleges put pressure on students with tonnes of assignments, projects, and deadlines, which is considered normal. 
 
Academic professions have always been given more importance in our society than vocational professions. If you are an artist, writer, singer, etc. only a few in the community appreciate you. On the other hand, if you are a qualified engineer or a doctor, people will always associate you with intellect and reputation. 
 
The reason for pursuing academics for me, and I’m sure many others, is the risk that comes with vocational areas. Professions like dancing, acting, art, music, sports, etc. do not guarantee a job or financial security. This implies that to pursue a creative passion, most people often also take up an academic course as a backing to help them earn a living while working on their passions, which sometimes work and sometimes don’t.

WATCH |&nbsp;Canada: Indian students deportation on hold, students from Punjab duped by local agents | WION

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Creative fields often face a lot more challenges than academics. Some people work hard all their life just to get that recognition among people. Young people who leave academics to pursue their passions are often seen as failures as they couldn’t pursue academics, or get a degree. This all comes back to the vicious cycle that pursuing academics is seen as more reputable than other vocational professions. 
 
Apart from financial security, society plays another part in this. Most people in society tend to be prying upon others and often talk down to those who are not pursuing academics. Such people view reputed and well-earning jobs as a prerequisite for giving respect to others. These fears are enough to make a creative person end up in a profession they are not passionate about for the sake of being respected in society. These conceptions are more prevalent in India than in other countries and lead to increased competition amongst peers. 
 
The change would only come if instead of criticising, we encourage people not to pursue their passions. There is no denying that academics are important, however, not more than your passion. You will never be satisfied in life unless you follow your dreams and aspirations. I would say that there are many facets to success than just academics. You must realise what you love doing, and live your life on your terms.

(Disclaimer: The views of the writer do not represent the views of WION or ZMCL. Nor does WION or ZMCL endorse the views of the writer.)

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A lot of importance is given to academics in countries like India. Society believes you are successful if you have an excellent academic background. You are worthy if you have earned various academic degrees with good grades.

A lot of importance is given to academics in countries like India. Society believes you are successful if you have an excellent academic background. You are worthy if you have earned various academic degrees with good grades. But what about non-academic areas? What about one's passions? In today’s Indian society, every student is competing for good grades, ranks, getting into top universities, and getting job placements. At the same time, professionals are in a race to perform the best and gain recognition. But is that really their passion? These days people care more about financial security than what they are passionate about. While interacting with people, I often observe that only a few professionals are following their dreams, while most are just chasing a ‘reputed job’ and a ‘good pay cheque’. ALSO READ | South Korea drops ‘killer questions’ from 8-hour gruelling college entrance exam As a student, I can say that the importance given to good grades is unreasonable and unachievable for many. Students often feel pressured by their families, society, and peers to score well. If they don’t, they are usually looked down upon as not being serious about their future career and even life! It is shocking how failing in studies is often equated with failure in life. After all this, it is not very surprising to see so many students suffering from depression and anxiety, and in some cases in which students have committed suicide. A lot of students in my class, when asked why they were doing the current course, responded that it was just for a master’s degree, which attracts more value in corporates. Due to academic pressures, we often lose our passion or can’t give them enough time and focus. While my passions are music and writing, I hardly get any time to pursue them while trying to navigate through my academics. During the end of the semester, there is hardly any time to spare, let alone pursue anything else than studies. It is concerning how schools and colleges put pressure on students with tonnes of assignments, projects, and deadlines, which is considered normal. Academic professions have always been given more importance in our society than vocational professions. If you are an artist, writer, singer, etc. only a few in the community appreciate you. On the other hand, if you are a qualified engineer or a doctor, people will always associate you with intellect and reputation. The reason for pursuing academics for me, and I’m sure many others, is the risk that comes with vocational areas. Professions like dancing, acting, art, music, sports, etc. do not guarantee a job or financial security. This implies that to pursue a creative passion, most people often also take up an academic course as a backing to help them earn a living while working on their passions, which sometimes work and sometimes don’t. WATCH | Canada: Indian students deportation on hold, students from Punjab duped by local agents | WION Creative fields often face a lot more challenges than academics. Some people work hard all their life just to get that recognition among people. Young people who leave academics to pursue their passions are often seen as failures as they couldn’t pursue academics, or get a degree. This all comes back to the vicious cycle that pursuing academics is seen as more reputable than other vocational professions. Apart from financial security, society plays another part in this. Most people in society tend to be prying upon others and often talk down to those who are not pursuing academics. Such people view reputed and well-earning jobs as a prerequisite for giving respect to others. These fears are enough to make a creative person end up in a profession they are not passionate about for the sake of being respected in society. These conceptions are more prevalent in India than in other countries and lead to increased competition amongst peers. The change would only come if instead of criticising, we encourage people not to pursue their passions. There is no denying that academics are important, however, not more than your passion. You will never be satisfied in life unless you follow your dreams and aspirations. I would say that there are many facets to success than just academics. You must realise what you love doing, and live your life on your terms. (Disclaimer: The views of the writer do not represent the views of WION or ZMCL. Nor does WION or ZMCL endorse the views of the writer.) You can now write for wionews.com and be a part of the community. Share your stories and opinions with us here. WATCH WION LIVE HERE

Should youngsters study what's hot in the market, or follow their passion?

This week’s US Supreme Court verdict that has ruled against race/ethnicity-linked admission quotas in elite institutions like Harvard University has come at the right moment for both US and India. It makes sense to examine occasionally if not frequently the pros and cons of quotas and affirmative action to support underprivileged sections and communities to see what works and doesn't -- and test it against the underlying principles for which they were brought into force. 
 
The US verdict came in a week during which I have been engaged in an online debate of sorts on affirmative action after Prime Minister Narendra Modi's visit to the US that triggered questions on the state of minority Muslims in India. I had remarked that it is perhaps more appropriate to compare India's Muslims with America's blacks though one is a religious minority and the other a racial one. 
 
But that can only apply in terms of numerical minority and how much they are integrated in mainstream society based on current ideas of discrimination and equality. If one is to look at affirmative action to make up for historical injustice then it is more appropriate to compare the African Americans of the US with the Dalits of India. Dalits have been victims of untouchability as well as restrictions that confined them to menial work in a caste system that resembles America's slave system. 
 
<a href="https://www.wionews.com/world/us-supreme-court-strikes-down-race-conscious-admissions-programs-at-harvard-unc-610243">ALSO READ| 'I strongly disagree', says Biden after US Supreme Court strikes down race-based admissions programmes</a> 
 
The problem is that the current political movement for affirmative action (wokeism, if you will) often demands quotas and access not as corrective aids but as some sort of entitlement. That gets trickier when you ask if a government job is a means to an income, a position of power or a public service responsibility. 
 
When it comes to education it gets murky. We can think of scholarships, fellowships or freeships to boost education but isn't it asking for too much if the highest centres of learning such as Harvard University are dictated by political criteria that reek of what one might call ‘revenge entitlement’? More important, what is the ethical content in affirmative action and how do you measure it? 
&nbsp; 
Imagine America's whites demanding quotas in NBA basketball teams or jazz bands that make blacks look so good. I am saying all this only to emphasise that there are no easy answers to some questions in a world in which merit and recognition can be of various types and aptitudes. (Er, why are female supermodels larger in number than men and why do they tend to get paid more?) 
 
This is why we need judicial intervention to assess concepts in which political overkill can upset some common ideas of justice. But jurisprudence itself is a political idea based on ethics and values and tends to vary with time and space. You can go around in circles on this. 
 
India's constitution is more progressive than that of the US as it promises social justice. In the US, affirmative action is a current fashion driven by recent political awakening whereas India has baked it into the Constitution. When India’s equality-prone Constitution was alive and kicking in the 1950s, America’s blacks were still fighting for civil rights like sitting in a bus next to a white man.

India's definition of 'other backward classes (OBCs) includes both non-Dalit Hindu communities (castes) as well as socially and educationally laggard Muslim communities. India's Supreme Court has already ruled in favour of OBC quotas but cautioned against its "creamy layer" usurping it.&nbsp; 
 
How does one measure creamy layers? That is where the executive administration needs to strike a balance between the principles of the legislature (political) and the judiciary. In simple terms, we need to revisit the idea of affirmative action time and again to calibrate policies and measure outcomes. 
 
Former US president Barack Obama has come out against the Supreme Court verdict but was candid about the limits of affirmative action when he said in an interview that the political problems with turning the argument for reparations into reality were manifold. 
 
&nbsp;“If you look at countries like South Africa, where you had a black majority, there have been efforts to tax and help that black majority, but it hasn’t come in the form of a formal reparations program. You have countries like India that have tried to help untouchables, with essentially affirmative-action programs, but it hasn’t fundamentally changed the structure of their societies. So the bottom line is that it’s hard to find a model...' 
 
Personally, I believe in what I call the Staircase Principle: One step at a time. If a larger number of blacks or Dalits are given free and compulsory state-funded junior school education with incentives to study, it helps more people move up in society as a whole. Individual spirit, excellence and hard work always play a role in upward mobility. Broader interventions at the bottom of the social and economic pyramids work better than top-level quotas that reek of entitlement while touching the lives of fewer people. When a whole community needs affirmative action, why should only a few from it benefit?&nbsp; 
 
A broader intervention at the lower levels also works better to gain votes in a democracy. The wider the field of action, the more the number of people that benefit from affirmative action and the higher the electoral endorsement for the party or group that does it. 
 
Freeships, scholarships and special education programmes seem a better choice if you regard administration and management jobs as a responsibility when it comes to work. 
 
However, caste discrimination in India and racial discrimination in the US also involve the denial of opportunities by prejudiced incumbents in positions of responsibility – and are cited as the reason for diversity-based inclusion at the top level. That also requires separate treatment and social reform involving elements of empathy and fair access to resources and ethically strong administration. That's another story.

Disclaimer: The views of the writer do not represent the views of WION or ZMCL. Nor does WION or ZMCL endorse the views of the writer. 
 
&nbsp;

This week’s US Supreme Court verdict that has ruled against race/ethnicity-linked admission quotas in elite institutions like Harvard University has come at the right moment for both US and India.

This week’s US Supreme Court verdict that has ruled against race/ethnicity-linked admission quotas in elite institutions like Harvard University has come at the right moment for both US and India. It makes sense to examine occasionally if not frequently the pros and cons of quotas and affirmative action to support underprivileged sections and communities to see what works and doesn't -- and test it against the underlying principles for which they were brought into force. The US verdict came in a week during which I have been engaged in an online debate of sorts on affirmative action after Prime Minister Narendra Modi's visit to the US that triggered questions on the state of minority Muslims in India. I had remarked that it is perhaps more appropriate to compare India's Muslims with America's blacks though one is a religious minority and the other a racial one. But that can only apply in terms of numerical minority and how much they are integrated in mainstream society based on current ideas of discrimination and equality. If one is to look at affirmative action to make up for historical injustice then it is more appropriate to compare the African Americans of the US with the Dalits of India. Dalits have been victims of untouchability as well as restrictions that confined them to menial work in a caste system that resembles America's slave system. ALSO READ| 'I strongly disagree', says Biden after US Supreme Court strikes down race-based admissions programmes The problem is that the current political movement for affirmative action (wokeism, if you will) often demands quotas and access not as corrective aids but as some sort of entitlement. That gets trickier when you ask if a government job is a means to an income, a position of power or a public service responsibility. When it comes to education it gets murky. We can think of scholarships, fellowships or freeships to boost education but isn't it asking for too much if the highest centres of learning such as Harvard University are dictated by political criteria that reek of what one might call ‘revenge entitlement’? More important, what is the ethical content in affirmative action and how do you measure it? Imagine America's whites demanding quotas in NBA basketball teams or jazz bands that make blacks look so good. I am saying all this only to emphasise that there are no easy answers to some questions in a world in which merit and recognition can be of various types and aptitudes. (Er, why are female supermodels larger in number than men and why do they tend to get paid more?) This is why we need judicial intervention to assess concepts in which political overkill can upset some common ideas of justice. But jurisprudence itself is a political idea based on ethics and values and tends to vary with time and space. You can go around in circles on this. India's constitution is more progressive than that of the US as it promises social justice. In the US, affirmative action is a current fashion driven by recent political awakening whereas India has baked it into the Constitution. When India’s equality-prone Constitution was alive and kicking in the 1950s, America’s blacks were still fighting for civil rights like sitting in a bus next to a white man. India's definition of 'other backward classes (OBCs) includes both non-Dalit Hindu communities (castes) as well as socially and educationally laggard Muslim communities. India's Supreme Court has already ruled in favour of OBC quotas but cautioned against its "creamy layer" usurping it. How does one measure creamy layers? That is where the executive administration needs to strike a balance between the principles of the legislature (political) and the judiciary. In simple terms, we need to revisit the idea of affirmative action time and again to calibrate policies and measure outcomes. Former US president Barack Obama has come out against the Supreme Court verdict but was candid about the limits of affirmative action when he said in an interview that the political problems with turning the argument for reparations into reality were manifold. “If you look at countries like South Africa, where you had a black majority, there have been efforts to tax and help that black majority, but it hasn’t come in the form of a formal reparations program. You have countries like India that have tried to help untouchables, with essentially affirmative-action programs, but it hasn’t fundamentally changed the structure of their societies. So the bottom line is that it’s hard to find a model...' Personally, I believe in what I call the Staircase Principle: One step at a time. If a larger number of blacks or Dalits are given free and compulsory state-funded junior school education with incentives to study, it helps more people move up in society as a whole. Individual spirit, excellence and hard work always play a role in upward mobility. Broader interventions at the bottom of the social and economic pyramids work better than top-level quotas that reek of entitlement while touching the lives of fewer people. When a whole community needs affirmative action, why should only a few from it benefit? A broader intervention at the lower levels also works better to gain votes in a democracy. The wider the field of action, the more the number of people that benefit from affirmative action and the higher the electoral endorsement for the party or group that does it. Freeships, scholarships and special education programmes seem a better choice if you regard administration and management jobs as a responsibility when it comes to work. However, caste discrimination in India and racial discrimination in the US also involve the denial of opportunities by prejudiced incumbents in positions of responsibility – and are cited as the reason for diversity-based inclusion at the top level. That also requires separate treatment and social reform involving elements of empathy and fair access to resources and ethically strong administration. That's another story. Disclaimer: The views of the writer do not represent the views of WION or ZMCL. Nor does WION or ZMCL endorse the views of the writer.

Race, caste and affirmative action: US verdict raises the right questions

In a significant development, the Saudi Ministry of Education has given the green light to incorporate earth and space sciences into the secondary school curriculum, starting from the academic year 1445 (2023-24), as reported by media outlets citing local sources.

This decision comes in the wake of the Kingdom's achievement in launching two Saudi astronauts to the&nbsp;International Space Station (ISS).&nbsp;Ali Alqarni and Rayyanah Barnawi embarked on their space journey under the Axiom Mission 2 (Ax-2) programme on 21 May as part of the Kingdom's first historic space mission.&nbsp;

Also Read | <a href="https://www.wionews.com/india-news/indian-cabinet-approves-11-bn-revival-package-for-bsnl-report-601680">Indian cabinet approves third revival package of $11 bn for BSNL</a>

According to the Saudi Gazette, third-grade secondary students will begin learning Earth and Space Sciences in the second and third semesters of the upcoming academic year. This initiative has been incorporated into the new academic plan recently issued by the Ministry.

<h2>Fostering positive attitude&nbsp;towards space science&nbsp;</h2>

The inclusion of Earth and Space Sciences in the curriculum aims to cultivate positive attitudes toward space science among students. It will inspire students and will fill them with curiosity by capturing their imagination and inspiring them to explore the unknown.&nbsp;The study, as per media reports, will align with international academic standards and recent advancements in the field.&nbsp;

Also Read | <a href="https://www.wionews.com/world/indian-american-father-sacrifices-life-saving-son-from-drowning-at-california-beach-601691">Indian-American father sacrifices life saving son from drowning at California beach</a>

Earth and Space Sciences can also be proven vital for future careers in fields like space exploration, robotics, and aerospace.

<h2>New opportunities for students&nbsp;</h2>

The addition of these subjects will also provide students with more learning opportunities in applied science disciplines and introduce new subjects such as data science, artificial intelligence, cyber security, and engineering.

Positive attitudes toward earth and space science can inspire students to pursue careers in technology and engineering, contributing to advancements in a varied number of areas, such as satellite communications, remote sensing, and propulsion systems.

The new course will introduce students to the fundamentals of earth and space sciences, exploring the interconnectedness between the Earth, atmosphere, space, water, and living organisms, a media report said.&nbsp;

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This course for secondary students will also cover critical natural phenomena in the universe, including solar and lunar eclipses, the moon, and celestial bodies.

By introducing earth and space sciences into the curriculum, Saudi Arabia aims to foster scientific curiosity and knowledge among its students. The course will prepare future minds for the challenges and opportunities presented by the ever-expanding field of space exploration.

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&nbsp;

In a significant development, the Saudi Ministry of Education has given the green light to incorporate earth and space sciences into the secondary school curriculum, starting from the academic year 1445 (2023-24), as reported by media outlets citing local sources.

In a significant development, the Saudi Ministry of Education has given the green light to incorporate earth and space sciences into the secondary school curriculum, starting from the academic year 1445 (2023-24), as reported by media outlets citing local sources. This decision comes in the wake of the Kingdom's achievement in launching two Saudi astronauts to the International Space Station (ISS). Ali Alqarni and Rayyanah Barnawi embarked on their space journey under the Axiom Mission 2 (Ax-2) programme on 21 May as part of the Kingdom's first historic space mission. Also Read | Indian cabinet approves third revival package of $11 bn for BSNL According to the Saudi Gazette, third-grade secondary students will begin learning Earth and Space Sciences in the second and third semesters of the upcoming academic year. This initiative has been incorporated into the new academic plan recently issued by the Ministry. Fostering positive attitude towards space science The inclusion of Earth and Space Sciences in the curriculum aims to cultivate positive attitudes toward space science among students. It will inspire students and will fill them with curiosity by capturing their imagination and inspiring them to explore the unknown. The study, as per media reports, will align with international academic standards and recent advancements in the field. Also Read | Indian-American father sacrifices life saving son from drowning at California beach Earth and Space Sciences can also be proven vital for future careers in fields like space exploration, robotics, and aerospace. New opportunities for students The addition of these subjects will also provide students with more learning opportunities in applied science disciplines and introduce new subjects such as data science, artificial intelligence, cyber security, and engineering. Positive attitudes toward earth and space science can inspire students to pursue careers in technology and engineering, contributing to advancements in a varied number of areas, such as satellite communications, remote sensing, and propulsion systems. The new course will introduce students to the fundamentals of earth and space sciences, exploring the interconnectedness between the Earth, atmosphere, space, water, and living organisms, a media report said. Watch | Taylor Swift flaunts Rs 8K bangles from an Indian brand in her music video 'Karma' × This course for secondary students will also cover critical natural phenomena in the universe, including solar and lunar eclipses, the moon, and celestial bodies. By introducing earth and space sciences into the curriculum, Saudi Arabia aims to foster scientific curiosity and knowledge among its students. The course will prepare future minds for the challenges and opportunities presented by the ever-expanding field of space exploration. WATCH WION LIVE HERE You can now write for wionews.com and be a part of the community. Share your stories and opinions with us here. ×

Saudi Arabia launches Earth and Space Science studies for secondary students

Taking the prize as the world's slowest student, Arthur Ross, a 71-year-old man completed his Bachelor of Arts degree from the University of British Columbia (UBC), after an incredible 54-year journey. Ross currently holds the record for the "longest time taken to graduate," from the&nbsp;university.

In an interview with BBC, Ross said he enrolled at UBC in 1969 to pursue a bachelor's degree in English as he wanted to learn being curious about learning. He said this&nbsp;is what inspired him to finish the degree after all these years.

With an easy laugh, he said, "The headline of your story should be UBC finally graduates its slowest student."

The journey from English to theatre:

Recalling his intentions to pursue a&nbsp;bachelor's degree,&nbsp;Arthur later found his passion for theatre during his second year at UBC. His devotion to performing arts became all-consuming and he spent most of his time in the theatre department being so engrossed in participating in production that he&nbsp;enrolled in courses that fulfilled his aspiration to become an actor.&nbsp;

Remembering his days he said he was besotted with theatre at the time. "It was alive then, with a sense of vitality and newness. It seemed just electric to me." He added that in the department he crossed paths with several renowned Canadian actors such as Nicola Cavendish, Larry Lillo and Ruth Nichol, inspiring him to pursue theatres.&nbsp;

Ross left UBC after studying for two years. He then enrolled himself in a three-year comprehensive programme at the esteemed National Theatre School of Canada in Montreal.&nbsp;

A harsh realisation:

However, as Ross developed a deep love for acting he soon&nbsp;looked into the practical aspects of an actor's life and critically evaluated his own abilities, making him arrive at a painful realisation.&nbsp;

He said he liked it too much but realised it wasn't going to be healthy for him. "I know I was a good actor but I always thought you had to be great."

After this, the aspiring actor then went to&nbsp;three years of academic work at UBC and further went&nbsp;on to pursue&nbsp;law at a school in Toronto. He graduated and then spent 35 years as a civil litigator in Metro Vancouver till 2016 and then he retired.&nbsp;

A fresh chapter for Arthur:

Wasting no time after retiring, in 2017, Ross reached out to UBC&nbsp;initiating a fresh chapter in his journey. He obtained his new student number&nbsp;and began attending UBC as a part-time student. His academic pursuits shifted towards the realm of history, with a keen focus on the intricacies of the First World War.

He told UBC, "I'm appreciative of the students accepting that old guy tuning in from outer space."

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Taking the prize as the world's slowest student, Arthur Ross, a 71-year-old man completed his Bachelor of Arts degree from the University of British Columbia (UBC), after an incredible 54-year journey.

Taking the prize as the world's slowest student, Arthur Ross, a 71-year-old man completed his Bachelor of Arts degree from the University of British Columbia (UBC), after an incredible 54-year journey. Ross currently holds the record for the "longest time taken to graduate," from the university. In an interview with BBC, Ross said he enrolled at UBC in 1969 to pursue a bachelor's degree in English as he wanted to learn being curious about learning. He said this is what inspired him to finish the degree after all these years. With an easy laugh, he said, "The headline of your story should be UBC finally graduates its slowest student." The journey from English to theatre: Recalling his intentions to pursue a bachelor's degree, Arthur later found his passion for theatre during his second year at UBC. His devotion to performing arts became all-consuming and he spent most of his time in the theatre department being so engrossed in participating in production that he enrolled in courses that fulfilled his aspiration to become an actor. Remembering his days he said he was besotted with theatre at the time. "It was alive then, with a sense of vitality and newness. It seemed just electric to me." He added that in the department he crossed paths with several renowned Canadian actors such as Nicola Cavendish, Larry Lillo and Ruth Nichol, inspiring him to pursue theatres. Ross left UBC after studying for two years. He then enrolled himself in a three-year comprehensive programme at the esteemed National Theatre School of Canada in Montreal. A harsh realisation: However, as Ross developed a deep love for acting he soon looked into the practical aspects of an actor's life and critically evaluated his own abilities, making him arrive at a painful realisation. He said he liked it too much but realised it wasn't going to be healthy for him. "I know I was a good actor but I always thought you had to be great." After this, the aspiring actor then went to three years of academic work at UBC and further went on to pursue law at a school in Toronto. He graduated and then spent 35 years as a civil litigator in Metro Vancouver till 2016 and then he retired. A fresh chapter for Arthur: Wasting no time after retiring, in 2017, Ross reached out to UBC initiating a fresh chapter in his journey. He obtained his new student number and began attending UBC as a part-time student. His academic pursuits shifted towards the realm of history, with a keen focus on the intricacies of the First World War. He told UBC, "I'm appreciative of the students accepting that old guy tuning in from outer space." WATCH WION LIVE HERE You can now write for wionews.com and be a part of the community. Share your stories and opinions with us here.

'UBC finally graduates its slowest student:' Arthur Ross, 71, completes degree after 54 years

The teachers unions have urged the UK government to resume previous negotiations now that an independent review has recommended a 6.5 pay increase for teachers in England, per school teachers, and the review body has determined that this increase is necessary to keep teachers in the profession.

UK: Education union leaders urge govt formal talks

More than 80 percent of South African children around the age of 10 have trouble reading and understanding what they read at the same time, an international study shows.

Study reveals 81% of South African 10-year-olds can't read properly

Indian Ministry of Education’s Commission for Scientific and Technical Terminology (CSTT) is working to develop underrepresented technical and scientific terminology in 10 Indian regional languages.

Sanskrit, Bodo, Santhali, Dogri, Kashmiri, Konkani, Nepali, Manipuri, Sindhi, Maithili, and Konkani are among the 22 languages included in India’s Eighth Schedule as official languages. However, there is little study material produced in them, mostly because of a lack of vocabulary to explain technical concepts and scientific terms.

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In three to four months, the CSTT will release what it refers to as basic dictionaries, with 5,000 terms in each language. These will be accessible digitally, without charge, and in a searchable format. There will be 1,000–2,000 copies printed in each language.

The first priority is to cover 15 fields, including civil and electrical engineering, journalism, public administration, chemistry, botany, zoology, psychology, physics, economics, Ayurveda, and mathematics. These will make it possible to create textbooks for both university and middle and senior schools.

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To assist in the preparation of content for entrance exams like the Common University Entrance Test (CUET), Joint Entrance Examination (JEE) Main, and University Grants Commission (UGC)-National Eligibility Test (NET), the dictionaries will be distributed to State education boards, universities, engineering schools, and the National Testing Agency.

In 1950, 14 languages were included in the national language list. Bodo, Dogri, Maithili, and Santhali were introduced in 2004, Konkani, Manipuri, and Sindhi in 1992, and Sindhi in 1967.

“There is a lack of content and linguistic resources in these 10 languages, leading to a lack of availability of learning material in these languages,” Prof. Girish Nath Jha, chairperson of the CSTT, Ministry of Education, said, reported The Hindu.&nbsp;

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The CSTT was established in 1961 with the purpose of developing technical vocabularies in all Indian languages. For speedy internet distribution, the agency is concluding multiple memorandums of understanding (MoUs) with prestigious institutions, including IIT Bombay.

The decision is significant since the National Education Policy 2020 supports teaching in regional languages in both schools and colleges.

In response, the government launched a number of efforts, including the introduction of engineering and medical programmes in local languages in several states. The UGC has further said that it would soon publish a roadmap for the introduction of undergraduate and graduate programmes in regional languages across all academic fields, including business, humanities, and science.

A panel was also established in June by the Bar Council of India (BCI) to make suggestions about the implementation of regional language courses in law institutes. 
 
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Indian Ministry of Education’s Commission for Scientific and Technical Terminology (CSTT) is working to develop underrepresented technical and scientific terminology in 10 Indian regional languages.

Indian Ministry of Education’s Commission for Scientific and Technical Terminology (CSTT) is working to develop underrepresented technical and scientific terminology in 10 Indian regional languages. Sanskrit, Bodo, Santhali, Dogri, Kashmiri, Konkani, Nepali, Manipuri, Sindhi, Maithili, and Konkani are among the 22 languages included in India’s Eighth Schedule as official languages. However, there is little study material produced in them, mostly because of a lack of vocabulary to explain technical concepts and scientific terms. Also Read | Japan's Kishida heads to Seoul for landmark summit with Yoon In three to four months, the CSTT will release what it refers to as basic dictionaries, with 5,000 terms in each language. These will be accessible digitally, without charge, and in a searchable format. There will be 1,000–2,000 copies printed in each language. The first priority is to cover 15 fields, including civil and electrical engineering, journalism, public administration, chemistry, botany, zoology, psychology, physics, economics, Ayurveda, and mathematics. These will make it possible to create textbooks for both university and middle and senior schools. Also Read | At least nine people killed in shooting at Texas mall; gunman killed by police To assist in the preparation of content for entrance exams like the Common University Entrance Test (CUET), Joint Entrance Examination (JEE) Main, and University Grants Commission (UGC)-National Eligibility Test (NET), the dictionaries will be distributed to State education boards, universities, engineering schools, and the National Testing Agency. In 1950, 14 languages were included in the national language list. Bodo, Dogri, Maithili, and Santhali were introduced in 2004, Konkani, Manipuri, and Sindhi in 1992, and Sindhi in 1967. “There is a lack of content and linguistic resources in these 10 languages, leading to a lack of availability of learning material in these languages,” Prof. Girish Nath Jha, chairperson of the CSTT, Ministry of Education, said, reported The Hindu. Watch | World at War: How is Russia's Wagner Group sending weapons into Sudan? × The CSTT was established in 1961 with the purpose of developing technical vocabularies in all Indian languages. For speedy internet distribution, the agency is concluding multiple memorandums of understanding (MoUs) with prestigious institutions, including IIT Bombay. The decision is significant since the National Education Policy 2020 supports teaching in regional languages in both schools and colleges. In response, the government launched a number of efforts, including the introduction of engineering and medical programmes in local languages in several states. The UGC has further said that it would soon publish a roadmap for the introduction of undergraduate and graduate programmes in regional languages across all academic fields, including business, humanities, and science. A panel was also established in June by the Bar Council of India (BCI) to make suggestions about the implementation of regional language courses in law institutes. WATCH WION LIVE HERE You can now write for wionews.com and be a part of the community. Share your stories and opinions with us here.

India: Govt to publish dictionaries of regional languages with scientific, technical terms

The United Kingdom Prime Minister, Rishi Sunak expected to continue his bid to make maths education&nbsp;compulsory until 18, as he believes that Britain possesses an inherent “anti-maths mindset” which&nbsp;is costing the country. In an upcoming speech, the excerpts of which were released by 10 Downing Street, Sunak, on Monday (April 17) might argue that failure to consider numeracy as a basic skill like reading is costing the UK economy huge sums.&nbsp;

Sunak’s upcoming speech in north London

“We’ve got to change this anti-maths mindset. We’ve got to start prizing numeracy for what it is – a key skill every bit as essential as reading,” the UK PM is&nbsp;to say, as per his speech briefed in advance by Downing Street, reported the Guardian.&nbsp;

It added, “I won’t sit back and allow this cultural sense that it’s OK to be bad at maths to put our children at a disadvantage.” Sunak is&nbsp;to pitch his campaign to “transform” UK’s supposed national approach to the subject saying that it is not some “nice to have” and change how Britain values maths.&nbsp;

The UK PM is also expected to cite statistics showing that Britain&nbsp;is below average for numeracy among industrialised countries as more than eight million adults reportedly have maths skills below those expected in schools for a child aged nine.&nbsp;

“If we are going to grow the economy not just over the next two years, but the next 20, we simply cannot allow poor numeracy to cost our economy tens of billions a year or to leave people twice as likely to be unemployed as those with competent numeracy,” Sunak is expected to say.&nbsp;

The UK PM will also say that this change will not be delivered overnight and how they&nbsp;“need to recruit and train the maths teachers.”&nbsp;

UK government’s previous response to the issue

This comes months after the British government had pledged to set up an advisory committee to determine if they should&nbsp;make maths&nbsp;compulsory from the current minimum of 16 to 18. The group would include mathematicians, education experts and business representatives to advise on the numeracy content needed.&nbsp;

However,&nbsp;critics, some of which are from the&nbsp;opposition parties have called the promise meaningless saying that the incumbent Tory government does not have a plan or the means including money to recruit and train more maths teachers to implement their mandates.&nbsp;

“Once again, the prime minister needs to show his working: he cannot deliver this reheated, empty pledge without more maths teachers,” said UK’s Shadow Education Secretary, Bridget Phillipson, as per the Guardian.&nbsp;

She added that the Tory government has failed UK’s children for 13 years and “repeatedly misses their target for new maths teachers, with maths attainment gaps widening and existing teachers leaving in their droves.” 
 
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The United Kingdom Prime Minister, Rishi Sunak expected to continue his bid to make maths education compulsory until 18, as he believes that Britain possesses an inherent “anti-maths mindset” which is costing the country.

The United Kingdom Prime Minister, Rishi Sunak expected to continue his bid to make maths education compulsory until 18, as he believes that Britain possesses an inherent “anti-maths mindset” which is costing the country. In an upcoming speech, the excerpts of which were released by 10 Downing Street, Sunak, on Monday (April 17) might argue that failure to consider numeracy as a basic skill like reading is costing the UK economy huge sums. Sunak’s upcoming speech in north London “We’ve got to change this anti-maths mindset. We’ve got to start prizing numeracy for what it is – a key skill every bit as essential as reading,” the UK PM is to say, as per his speech briefed in advance by Downing Street, reported the Guardian. It added, “I won’t sit back and allow this cultural sense that it’s OK to be bad at maths to put our children at a disadvantage.” Sunak is to pitch his campaign to “transform” UK’s supposed national approach to the subject saying that it is not some “nice to have” and change how Britain values maths. The UK PM is also expected to cite statistics showing that Britain is below average for numeracy among industrialised countries as more than eight million adults reportedly have maths skills below those expected in schools for a child aged nine. “If we are going to grow the economy not just over the next two years, but the next 20, we simply cannot allow poor numeracy to cost our economy tens of billions a year or to leave people twice as likely to be unemployed as those with competent numeracy,” Sunak is expected to say. The UK PM will also say that this change will not be delivered overnight and how they “need to recruit and train the maths teachers.” UK government’s previous response to the issue This comes months after the British government had pledged to set up an advisory committee to determine if they should make maths compulsory from the current minimum of 16 to 18. The group would include mathematicians, education experts and business representatives to advise on the numeracy content needed. However, critics, some of which are from the opposition parties have called the promise meaningless saying that the incumbent Tory government does not have a plan or the means including money to recruit and train more maths teachers to implement their mandates. “Once again, the prime minister needs to show his working: he cannot deliver this reheated, empty pledge without more maths teachers,” said UK’s Shadow Education Secretary, Bridget Phillipson, as per the Guardian. She added that the Tory government has failed UK’s children for 13 years and “repeatedly misses their target for new maths teachers, with maths attainment gaps widening and existing teachers leaving in their droves.” WATCH WION LIVE HERE You can now write for wionews.com and be a part of the community. Share your stories and opinions with us here.

PM Sunak wants to make maths education mandatory until 18 in UK. Here’s why

What works for one may not for another. This is especially true when it comes to mental health problems like depression and antidepressants. These drugs that can make a person's life significantly better often come with serious side effects. To avoid this and ensure that medications work effectively, an Israeli health-tech company is using Artificial Intelligence to match antidepressants to patients.

According to World Health Organization, globally, more than 280 million people suffer from depression. However, as per estimates for two-thirds of them, the initial prescriptions for depression or anxiety may not work properly.

Also read |&nbsp;<a href="https://www.wionews.com/technology/research-reveals-how-artificial-intelligence-can-help-look-for-alien-lifeforms-on-mars-and-other-planets-582992">Research reveals how Artificial Intelligence can help look for alien lifeforms on Mars and other planets</a>

The groundbreaking AI-based technology uses brain cells generated from patients' blood samples which are then tested for biomarkers when exposed to various antidepressants.&nbsp;

Genetika+, the company then analyses the patient's medical history and genetic data to determine the best drug and correct dosage for a doctor to prescribe.

As per a BBC report, the AI-based technology is still in development and is set to be launched commercially in 2024.

Also read |&nbsp;<a href="https://www.wionews.com/trending/heres-how-ai-can-help-modern-day-goldilocks-get-a-good-nights-sleep-578610">Here's how Artificial Intelligence can help modern-day Goldilocks get a good night's sleep</a>

The company has secured funding from the European Union's European Research Council and European Innovation Council. It is also working with pharmaceutical companies to develop precision drugs.

"We are in the right time to be able to marry the latest computer technology and biological technology advances," says neuroscientist Dr Cohen Solal, who is the co-founder and chief executive of Genetika+. Solal says that AI can help "solve the mystery" of which drugs work.

Dr Heba Sailem, senior lecturer of biomedical AI and data science at King's College London says that the potential for AI to transform the global pharmaceutical industry is huge.

(With inputs from agencies)

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What works for one may not for another. This is especially true when it comes to mental health problems like depression and antidepressants. These drugs that can make a person's life significantly better often come with serious side effects.

What works for one may not for another. This is especially true when it comes to mental health problems like depression and antidepressants. These drugs that can make a person's life significantly better often come with serious side effects. To avoid this and ensure that medications work effectively, an Israeli health-tech company is using Artificial Intelligence to match antidepressants to patients. According to World Health Organization, globally, more than 280 million people suffer from depression. However, as per estimates for two-thirds of them, the initial prescriptions for depression or anxiety may not work properly. Also read | Research reveals how Artificial Intelligence can help look for alien lifeforms on Mars and other planets The groundbreaking AI-based technology uses brain cells generated from patients' blood samples which are then tested for biomarkers when exposed to various antidepressants. Genetika+, the company then analyses the patient's medical history and genetic data to determine the best drug and correct dosage for a doctor to prescribe. As per a BBC report, the AI-based technology is still in development and is set to be launched commercially in 2024. Also read | Here's how Artificial Intelligence can help modern-day Goldilocks get a good night's sleep The company has secured funding from the European Union's European Research Council and European Innovation Council. It is also working with pharmaceutical companies to develop precision drugs. "We are in the right time to be able to marry the latest computer technology and biological technology advances," says neuroscientist Dr Cohen Solal, who is the co-founder and chief executive of Genetika+. Solal says that AI can help "solve the mystery" of which drugs work. Dr Heba Sailem, senior lecturer of biomedical AI and data science at King's College London says that the potential for AI to transform the global pharmaceutical industry is huge. (With inputs from agencies) WATCH WION LIVE HERE You can now write for wionews.com and be a part of the community. Share your stories and opinions with us here.

Artificial Intelligence helps 'solve the mystery,' match medicine to patient, aid in treatment of depression

Sofia logs in to class on a laptop in Kabul for an online English course run by one of a growing number of educational institutes trying to reach Afghanistan's girls and women digitally in their homes.

But when the teacher calls on Sofia to read a passage her computer screen freezes.

"Can you hear me?" she asks repeatedly, checking her connection.

After a while, her computer stutters back to life.

"As usual," a fellow student equally frustrated with the poor communications sighs as the class gets going again.

Sofia, 22, is one of a growing stream of Afghan girls and women going online as a last resort to get around the Taliban administration's restrictions on studying and working.

Taliban officials, citing what they call problems including issues related to Islamic dress, have closed girls' highschools, barred their access to universities and stopped most women from working at non-governmental organisations.

One of the most striking changes since the Taliban were first in power from 1996 to 2001, is the explosion of the internet.

Virtually no one had access to the internet when the Taliban were forced from power in the weeks after the Sept. 11, 2001, attacks on the United States.

After nearly two decades of Western-led intervention and engagement with the world, 18% of the population had internet access, according to the World Bank.

The Taliban administration has allowed girls to study individually at home and has not moved to ban the internet, which its officials use to make announcements via social media.

But girls and women face a host of problems from power cuts, to cripplingly slow internet speeds, let alone the cost of computers and wifi in a country where 97% of people live in poverty.

"For girls in Afghanistan, we have a bad, awful internet problem," Sofia said.

Her online school, Rumi Academy, saw its enrolment of mostly females rise from about 50 students to more than 500 after the Taliban took over in 2021.

It has had hundreds more applications but cannot enrol them for now because of a lack of funds for teachers and to pay for equipment and internet packages, a representative of the academy said.

<h2 data-testid="Heading">'Too hard'</h2>

Sakina Nazari tried a virtual language class at her home in the west of Kabul for a week after she was forced to leave her university in December. But she abandoned it in frustration after battling the problems.

"I couldn't continue," she said. "It's too hard to access internet in Afghanistan and sometimes we have half an hour of power in 24 hours."

Seattle-based Ookla, which compiles global internet speeds, put Afghanistan's mobile internet as the slowest of 137 countries and its fixed internet as the second slowest of 180 countries.

Some Afghans have started calling on SpaceX Chief Executive Elon Musk to introduce its satellite internet service Starlink to Afghanistan, as it has done in Ukraine and Iran, posting requests for help on Twitter, which he owns.

"We also call on Elon Musk to help us," Sofia said.

"If they would be able to (introduce) that in Afghanistan, it would be very, very impactful for women."

SpaceX spokespeople did not respond to requests for comment.

Online schools are trying their best to accommodate Afghanistan's pupils.

Daniel Kalmanson, spokesperson for online University of the People, which has had more than 15,000 applications from Afghan girls and women since the Taliban took over, said students could attend lectures at any time that conditions allowed them to, and professors granted extensions for assignments and exams when students faced connection problems.

The non-profit group Learn Afghanistan, which runs several community-based schools in which some teachers run classes remotely, makes its curriculum available for free in Afghanistan's main languages.

Executive director Pashtana Durrani said the group also ensured that lessons were available via radio, which is widely used in rural areas. She was working with international companies to find solutions to poor internet access but said she could not elaborate.

"Afghanistan needs to be a country where the internet is accessible, digital devices need to be pumped in," Durrani said.

Sofia said Afghan women had grown used to problems over years of war and they would persevere no matter what.

"We still have dreams and we will not give up, ever."

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Sofia logs in to class on a laptop in Kabul for an online English course run by one of a growing number of educational institutes trying to reach Afghanistan's girls and women digitally in their homes.

Sofia logs in to class on a laptop in Kabul for an online English course run by one of a growing number of educational institutes trying to reach Afghanistan's girls and women digitally in their homes. But when the teacher calls on Sofia to read a passage her computer screen freezes. "Can you hear me?" she asks repeatedly, checking her connection. After a while, her computer stutters back to life. "As usual," a fellow student equally frustrated with the poor communications sighs as the class gets going again. Sofia, 22, is one of a growing stream of Afghan girls and women going online as a last resort to get around the Taliban administration's restrictions on studying and working. Taliban officials, citing what they call problems including issues related to Islamic dress, have closed girls' highschools, barred their access to universities and stopped most women from working at non-governmental organisations. One of the most striking changes since the Taliban were first in power from 1996 to 2001, is the explosion of the internet. Virtually no one had access to the internet when the Taliban were forced from power in the weeks after the Sept. 11, 2001, attacks on the United States. After nearly two decades of Western-led intervention and engagement with the world, 18% of the population had internet access, according to the World Bank. The Taliban administration has allowed girls to study individually at home and has not moved to ban the internet, which its officials use to make announcements via social media. But girls and women face a host of problems from power cuts, to cripplingly slow internet speeds, let alone the cost of computers and wifi in a country where 97% of people live in poverty. "For girls in Afghanistan, we have a bad, awful internet problem," Sofia said. Her online school, Rumi Academy, saw its enrolment of mostly females rise from about 50 students to more than 500 after the Taliban took over in 2021. It has had hundreds more applications but cannot enrol them for now because of a lack of funds for teachers and to pay for equipment and internet packages, a representative of the academy said. 'Too hard' Sakina Nazari tried a virtual language class at her home in the west of Kabul for a week after she was forced to leave her university in December. But she abandoned it in frustration after battling the problems. "I couldn't continue," she said. "It's too hard to access internet in Afghanistan and sometimes we have half an hour of power in 24 hours." Seattle-based Ookla, which compiles global internet speeds, put Afghanistan's mobile internet as the slowest of 137 countries and its fixed internet as the second slowest of 180 countries. Some Afghans have started calling on SpaceX Chief Executive Elon Musk to introduce its satellite internet service Starlink to Afghanistan, as it has done in Ukraine and Iran, posting requests for help on Twitter, which he owns. "We also call on Elon Musk to help us," Sofia said. "If they would be able to (introduce) that in Afghanistan, it would be very, very impactful for women." SpaceX spokespeople did not respond to requests for comment. Online schools are trying their best to accommodate Afghanistan's pupils. Daniel Kalmanson, spokesperson for online University of the People, which has had more than 15,000 applications from Afghan girls and women since the Taliban took over, said students could attend lectures at any time that conditions allowed them to, and professors granted extensions for assignments and exams when students faced connection problems. The non-profit group Learn Afghanistan, which runs several community-based schools in which some teachers run classes remotely, makes its curriculum available for free in Afghanistan's main languages. Executive director Pashtana Durrani said the group also ensured that lessons were available via radio, which is widely used in rural areas. She was working with international companies to find solutions to poor internet access but said she could not elaborate. "Afghanistan needs to be a country where the internet is accessible, digital devices need to be pumped in," Durrani said. Sofia said Afghan women had grown used to problems over years of war and they would persevere no matter what. "We still have dreams and we will not give up, ever." WATCH WION LIVE HERE

Afghan girls turn to online classes despite poor internet as Taliban shut down schools

The schools reopened in Afghanistan on Tuesday for the new academic year but classes were not held because students were unaware and thousands of girls were not allowed to enter. Afghanistan is the sole country where girls have been barred from attending secondary school and university.

No public announcement regarding the reopening of schools was made by the education ministry, parents and teachers said to CBS News, and since the date was marked as the beginning of the new year under the Persian tradition of Nowruz, many people assumed that the public holiday was still going on.&nbsp;

As per reports, the official celebrations of the holiday were stopped by the Taliban but the families of students were not notified about starting of classes in schools.&nbsp;

ALSO READ | <a href="https://www.wionews.com/south-asia/pakistan-overtakes-afghanistan-as-country-with-most-terror-attacks-report-572748">Pakistan overtakes Afghanistan as country with most terror attacks: Report</a>

"A letter issued by the minister of education was given to us by our principal to reopen the school today, but since no public announcement was made, no students came," stated Mohammad Osman Atayi, who works as a teacher at the Saidal Naseri Boys High School in Kabul.

"We did not send children to school in Kabul today because it's the new year holiday," said Ranna Afzali, a TV journalist who lost her job after the Taliban came to power in Afghanistan. "In the past, the new year used to be a public holiday all over Afghanistan, but the Taliban terminated the holiday, so the schools were open but attendance was almost nil," Afzali added.&nbsp;

Schools were also re-opened in other provinces including Ghazni, Badakhshan Kunduz and Herat but no classes were held there either, AFP reported.&nbsp;

Meanwhile, thousands of teenage girls remained barred from entering secondary school.

"The Taliban have snatched everything away from us," said Sadaf Haidari, a 15-year-old resident of Kabul. "I am depressed and broken," she added.&nbsp;

The government imposed a ban on female students attending schools in March last year, hours after the schools were reopened for both girls and boys by the education ministry.

WATCH | Gravitas: The Taliban attends India's IIM Kozhikode's online programme

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Earlier this month on International Women's Day, the UN mission to Afghanistan in a statement criticised the Taliban regime's "singular focus on imposing rules that leave most women and girls effectively trapped in their homes."

"It has been distressing to witness their methodical, deliberate, and systematic efforts to push Afghan women and girls out of the public sphere," said Roza Otunbayeva, special representative of the UN secretary-general and head of the UN mission to Afghanistan, in a statement.

(With inputs from agencies)

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The schools reopened in Afghanistan on Tuesday for the new academic year but classes were not held because students were unaware and thousands of girls were not allowed to enter.

The schools reopened in Afghanistan on Tuesday for the new academic year but classes were not held because students were unaware and thousands of girls were not allowed to enter. Afghanistan is the sole country where girls have been barred from attending secondary school and university. No public announcement regarding the reopening of schools was made by the education ministry, parents and teachers said to CBS News, and since the date was marked as the beginning of the new year under the Persian tradition of Nowruz, many people assumed that the public holiday was still going on. As per reports, the official celebrations of the holiday were stopped by the Taliban but the families of students were not notified about starting of classes in schools. ALSO READ | Pakistan overtakes Afghanistan as country with most terror attacks: Report "A letter issued by the minister of education was given to us by our principal to reopen the school today, but since no public announcement was made, no students came," stated Mohammad Osman Atayi, who works as a teacher at the Saidal Naseri Boys High School in Kabul. "We did not send children to school in Kabul today because it's the new year holiday," said Ranna Afzali, a TV journalist who lost her job after the Taliban came to power in Afghanistan. "In the past, the new year used to be a public holiday all over Afghanistan, but the Taliban terminated the holiday, so the schools were open but attendance was almost nil," Afzali added. Schools were also re-opened in other provinces including Ghazni, Badakhshan Kunduz and Herat but no classes were held there either, AFP reported. Meanwhile, thousands of teenage girls remained barred from entering secondary school. "The Taliban have snatched everything away from us," said Sadaf Haidari, a 15-year-old resident of Kabul. "I am depressed and broken," she added. The government imposed a ban on female students attending schools in March last year, hours after the schools were reopened for both girls and boys by the education ministry. WATCH | Gravitas: The Taliban attends India's IIM Kozhikode's online programme Earlier this month on International Women's Day, the UN mission to Afghanistan in a statement criticised the Taliban regime's "singular focus on imposing rules that leave most women and girls effectively trapped in their homes." "It has been distressing to witness their methodical, deliberate, and systematic efforts to push Afghan women and girls out of the public sphere," said Roza Otunbayeva, special representative of the UN secretary-general and head of the UN mission to Afghanistan, in a statement. (With inputs from agencies) You can now write for wionews.com and be a part of the community. Share your stories and opinions with us here. WATCH WION LIVE HERE

Afghanistan: Schools start without classes as students remain unaware, girls barred

Two years later and still the negative ramifications of the coronavirus pandemic just keep on coming. Now, a new study has revealed that the COVID-19 pandemic not only affected our physical health but also had detrimental effects on our mental health and even our relationships; this was found to be especially true for young adults. The research was based on over 400,000 participants across 64 countries. The global survey to better understand the state of mental health was commissioned by a non-profit called Sapien Labs. Its findings have been presented in the third annual mental state of the world report (MSW).

Watch |&nbsp;Your mental health can be impacted by climate-related events

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As per the report's findings, during the pandemic there has been&nbsp;barely been any recovery in declining mental health. Rather, its "mental health quotient" found that on a 300-point scale, the score for mental health has, on average, declined by 33 points.

The decline was witnessed over the past two years, a.k.a., during the pandemic years and is yet to improve.

Also read |&nbsp;<a href="https://www.wionews.com/world/womens-mental-health-deteriorated-more-in-covid-pandemic-study-419561">Women's mental health deteriorated more in Covid pandemic: Study</a>

As per the research, young adults are more likely to face mental health challenges.&nbsp;

"This pattern, apparent even prior to the pandemic, represents a sharp reversal of patterns documented prior to 2010, indicating a dramatic decline in mental wellbeing with each younger generation rather than an increase in wellbeing as we age."

Also read |&nbsp;<a href="https://www.wionews.com/science/playing-piano-may-help-deal-with-mental-health-issues-like-depression-study-539926">Playing piano may help deal with mental health issues, overcome depression: Study</a>

Individuals between the ages of 18 and 24 had a lower "social self". This metric, as per the Guardian, measures how a person perceives themselves and their ability to maintain meaningful relationships. &nbsp;

Young adults were also found to have problems getting along with family members and not having close friends. In fact, it found that familial relationships worldwide are on a decline and this negatively affects a person's mental health.&nbsp;

(With inputs from agencies)

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Two years later and still the negative ramifications of the coronavirus pandemic just keep on coming. Now, a new study has revealed that the COVID-19 pandemic not only affected our physical health but also had detrimental effects on our mental health and even our relationships; this was found to be especially true for young adults.

Two years later and still the negative ramifications of the coronavirus pandemic just keep on coming. Now, a new study has revealed that the COVID-19 pandemic not only affected our physical health but also had detrimental effects on our mental health and even our relationships; this was found to be especially true for young adults. The research was based on over 400,000 participants across 64 countries. The global survey to better understand the state of mental health was commissioned by a non-profit called Sapien Labs. Its findings have been presented in the third annual mental state of the world report (MSW). Watch | Your mental health can be impacted by climate-related events As per the report's findings, during the pandemic there has been barely been any recovery in declining mental health. Rather, its "mental health quotient" found that on a 300-point scale, the score for mental health has, on average, declined by 33 points. The decline was witnessed over the past two years, a.k.a., during the pandemic years and is yet to improve. Also read | Women's mental health deteriorated more in Covid pandemic: Study As per the research, young adults are more likely to face mental health challenges. "This pattern, apparent even prior to the pandemic, represents a sharp reversal of patterns documented prior to 2010, indicating a dramatic decline in mental wellbeing with each younger generation rather than an increase in wellbeing as we age." Also read | Playing piano may help deal with mental health issues, overcome depression: Study Individuals between the ages of 18 and 24 had a lower "social self". This metric, as per the Guardian, measures how a person perceives themselves and their ability to maintain meaningful relationships. Young adults were also found to have problems getting along with family members and not having close friends. In fact, it found that familial relationships worldwide are on a decline and this negatively affects a person's mental health. (With inputs from agencies) WATCH WION LIVE HERE You can now write for wionews.com and be a part of the community. Share your stories and opinions with us here.

Study finds 'dramatic decline in mental well-being’ of young people, especially during Covid pandemic

Vikram Chandra explains the good, bad, and ugly sides of AI, and how while AI has the potential to change our lives for good, it could also perhaps lead to human extinction within our lifetime.

The India Story | The good, bad, and ugly of AI

Assam's Chief Minister Himanta Biswa Sarma and his administration had&nbsp;stepped up their efforts to address the thousands of child marriage cases that had been reported in the state. The police launched a massive operation on February 4 against groups involved in child marriages in an effort to rescue girls and arrest those responsible.&nbsp;Irrespective of the widespread public outcry, Assam's chief minister, Himanta Biswa Sarma, had&nbsp;said&nbsp;that the state would&nbsp;continue its crackdown on child marriage despite the fact that more than 2000 people had already been&nbsp;detained in connection with the same.

According to an official announcement from the Assam government, more than 2,250 people had&nbsp;been detained in the state in&nbsp;connection with the campaign against child marriage. Based on 4,074 FIRs filed, 2,258 people were detained in total.&nbsp;

<h2>The backlash of the arrests&nbsp;</h2>

As per local media reports, a young woman in Assam died by&nbsp;suicide amid the campaign against child marriage because she was frightened her father would be detained for getting her married when she was still a minor.

The woman, who&nbsp;died by suicide had two children and a husband who had passed away due to Covid. In addition, a Golakganj woman entered a police station and said she would commit suicide if her husband, who was detained on suspicion of child marriage, was not released.

Despite the state government's plans to outlaw child marriage and save young women who had been forcibly married off, hundreds of women surrounded police stations in an act of protest against the arrests made by the administration.

ALSO READ |&nbsp;<a href="https://www.wionews.com/india-news/gauhati-hc-grants-bail-in-child-marriage-cases-says-crackdown-caused-havoc-in-private-lives-of-people-562455">Gauhati HC grants bail in child marriage cases, says crackdown caused ‘havoc in private lives of people’</a>

The protesting women insisted that the relatives and spouses the government had detained were innocent. They demanded their release and blocked highways and impeded police mobility.

Asaduddin Owaisi, the leader of AIMIM, criticised the BJP administration in Assam for arresting individuals on suspicion of child marriage and demanded to know who would look after the girls and women left behind after their elders were taken into custody.

Owaisi said in a press conference, “For the past six years, there has been a BJP Government in Assam. What have you been doing during the past six years? This is your failure for the past six years. You are sending them to jails. Now, who will take care of those girls? CM (Himanta Biswa Sarma) will? It is a failure of the state and on top of that you are pushing them into misery.”

<h2>What was the Gauhati&nbsp;High Court's decision?</h2>

In conjunction with the state-led drive against child marriages, the Gauhati High Court has granted anticipatory bail&nbsp;to nine individuals who were&nbsp;being questioned by Assam Police. In reference to how the crackdown has wreaked "havoc in the private lives of people," the High Court stated that there was&nbsp;no need to question those who had&nbsp;been detained.

The Assam High Court also condemned the Protection of Children from Sexual Offenses Act, 2012 (POCSO), and rape accusations against those who were found guilty of child marriage. The Assam administration made assertions and charges that the High Court described as&nbsp;"absolutely weird."

ALSO READ |&nbsp;<a href="https://www.wionews.com/india-news/explained-what-does-air-indias-historic-aircraft-deal-mean-for-india-563040">EXPLAINED: What does Air India's historic aircraft deal mean for India?</a>

Judge Suman Shyam immediately granted bail&nbsp;to all the accused in child marriage cases as per ANI report.

"These are not matters of custodial interrogation. You (state) proceed as per law, we have nothing to say. If you find somebody guilty, file a charge sheet. Let him or her face trial and if they are convicted, they are convicted," the judge said.

"This (arrest) is&nbsp;causing havoc&nbsp;in the private life of people. There are children, there are family members, there are old people. This may not be a good idea to go for (arrests), obviously it is a bad idea," he observed on Tuesday (February 14).

ALSO WATCH |&nbsp;India: G20 Sherpa Amitabh Kant, UN Resident Coordinator attend Model G20 discussion

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In Assam, 4,225 child marriage instances have been reported as of February 14; 3,031 people have been detained&nbsp;overall; and 4,004 FIRs have been lodged since the operation started on February 3.

Judge Shyam reminded Assistant Public Prosecutor D Das that the state government did not even have room in the jails and advised that additional cells be built.

Justice Shyam responded to the government advocate's observation that cases had been filed under the POCSO Act's non-bailable charges and the rape (IPC Section 376) provision by saying, "What is the POCSO here? Merely because POCSO is added, does it mean the judges will not see what is there?"

<h2>Addressing the 'real issues' in Assam&nbsp;</h2>

As per the latest statistics, roughly 74 per cent&nbsp;of rural women in Assam have not completed even 10 years of schooling, said a&nbsp;Times of India report. Instead of promoting&nbsp;education, the Assam government announced the shutting down of almost 1,700 state-run schools in keeping with the school 'rationalisation' plan as recommended by the NITI Aayog in September 2022. The state's inability to provide good quality education and healthcare facilities to its women is a major factor contributing to the state's staggering child marriage cases, the report added.&nbsp;

 
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Assam's Chief Minister Himanta Biswa Sarma and his administration had stepped up their efforts to address the thousands of child marriage cases that had been reported in the state.

Assam's Chief Minister Himanta Biswa Sarma and his administration had stepped up their efforts to address the thousands of child marriage cases that had been reported in the state. The police launched a massive operation on February 4 against groups involved in child marriages in an effort to rescue girls and arrest those responsible. Irrespective of the widespread public outcry, Assam's chief minister, Himanta Biswa Sarma, had said that the state would continue its crackdown on child marriage despite the fact that more than 2000 people had already been detained in connection with the same. According to an official announcement from the Assam government, more than 2,250 people had been detained in the state in connection with the campaign against child marriage. Based on 4,074 FIRs filed, 2,258 people were detained in total. The backlash of the arrests As per local media reports, a young woman in Assam died by suicide amid the campaign against child marriage because she was frightened her father would be detained for getting her married when she was still a minor. The woman, who died by suicide had two children and a husband who had passed away due to Covid. In addition, a Golakganj woman entered a police station and said she would commit suicide if her husband, who was detained on suspicion of child marriage, was not released. Despite the state government's plans to outlaw child marriage and save young women who had been forcibly married off, hundreds of women surrounded police stations in an act of protest against the arrests made by the administration. ALSO READ | Gauhati HC grants bail in child marriage cases, says crackdown caused ‘havoc in private lives of people’ The protesting women insisted that the relatives and spouses the government had detained were innocent. They demanded their release and blocked highways and impeded police mobility. Asaduddin Owaisi, the leader of AIMIM, criticised the BJP administration in Assam for arresting individuals on suspicion of child marriage and demanded to know who would look after the girls and women left behind after their elders were taken into custody. Owaisi said in a press conference, “For the past six years, there has been a BJP Government in Assam. What have you been doing during the past six years? This is your failure for the past six years. You are sending them to jails. Now, who will take care of those girls? CM (Himanta Biswa Sarma) will? It is a failure of the state and on top of that you are pushing them into misery.” What was the Gauhati High Court's decision? In conjunction with the state-led drive against child marriages, the Gauhati High Court has granted anticipatory bail to nine individuals who were being questioned by Assam Police. In reference to how the crackdown has wreaked "havoc in the private lives of people," the High Court stated that there was no need to question those who had been detained. The Assam High Court also condemned the Protection of Children from Sexual Offenses Act, 2012 (POCSO), and rape accusations against those who were found guilty of child marriage. The Assam administration made assertions and charges that the High Court described as "absolutely weird." ALSO READ | EXPLAINED: What does Air India's historic aircraft deal mean for India? Judge Suman Shyam immediately granted bail to all the accused in child marriage cases as per ANI report. "These are not matters of custodial interrogation. You (state) proceed as per law, we have nothing to say. If you find somebody guilty, file a charge sheet. Let him or her face trial and if they are convicted, they are convicted," the judge said. "This (arrest) is causing havoc in the private life of people. There are children, there are family members, there are old people. This may not be a good idea to go for (arrests), obviously it is a bad idea," he observed on Tuesday (February 14). ALSO WATCH | India: G20 Sherpa Amitabh Kant, UN Resident Coordinator attend Model G20 discussion In Assam, 4,225 child marriage instances have been reported as of February 14; 3,031 people have been detained overall; and 4,004 FIRs have been lodged since the operation started on February 3. Judge Shyam reminded Assistant Public Prosecutor D Das that the state government did not even have room in the jails and advised that additional cells be built. Justice Shyam responded to the government advocate's observation that cases had been filed under the POCSO Act's non-bailable charges and the rape (IPC Section 376) provision by saying, "What is the POCSO here? Merely because POCSO is added, does it mean the judges will not see what is there?" Addressing the 'real issues' in Assam As per the latest statistics, roughly 74 per cent of rural women in Assam have not completed even 10 years of schooling, said a Times of India report. Instead of promoting education, the Assam government announced the shutting down of almost 1,700 state-run schools in keeping with the school 'rationalisation' plan as recommended by the NITI Aayog in September 2022. The state's inability to provide good quality education and healthcare facilities to its women is a major factor contributing to the state's staggering child marriage cases, the report added. WATCH WION LIVE HERE:

EXPLAINED | Crackdown on child marriage in India's Assam: What really happened?

It's a familiar site every day to see kids as young as five or six carrying a heavy-leather backpack loaded with textbooks. Earlier it was considered fine, but children in Japan are speaking out, complaining that their backpacks are so heavy that they leave them with sore backs and shoulders.&nbsp;

The concept of bags was initially introduced to encourage kids to walk to and from schools and was made compulsory through their first six years of education. It was originally used by Japanese foot soldiers and was first taken by schoolchildren in the 1800s.&nbsp;

<a href="https://www.wionews.com/india-news/indian-origin-natasha-perianayagam-named-worlds-brightest-student-by-johns-hopkins-for-2nd-time-in-a-row-559554">Also read |&nbsp;Indian-origin Natasha Perianayagam named ‘world’s brightest’ student by Johns Hopkins for 2nd time in a row</a>

A recent survey by Footmark revealed that over 90 per cent of kids aged six and 12 who use randoseru, a Japanese derivation of the Dutch word 'backpack,' have said that the weight is a problem.&nbsp;

The report conducted a survey of 1,200 parents and their first, second and third-grade kids. The Japanese newspaper Yomiuri Shimbun said that around 93 per cent of kids that their bags are too heavy.

Some 65 per cent of respondents said that they would like to trade bags for something lighter.

<a href="https://www.wionews.com/world/japanese-pm-fumio-kishida-sacks-aide-over-his-same-sex-couple-comments-558777">Also&nbsp;read |&nbsp;Japanese PM Fumio Kishida sacks aide over his same-sex couple comments</a>

The newspaper added that the average weight of a backpack filled with textbooks was around 4.28 kg in 2022. Some also struggled with backpacks weighing over 10 kg.&nbsp;

The survey also showed that it was just not kids complaining, even parents were upset, but about its hefty price tag. According to them, in 2022 an average bag cost around ¥56,425 ($353). The price range has increased by almost ¥20,000 ($151) over the past 10 years.&nbsp;

Responding to the complaints, some local authorities have allowed children to leave their textbooks in their classrooms overnight particularly during their summer months, despite the fact that it might discourage them to do their homework.&nbsp;

(With inputs from agencies)

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It's a familiar site every day to see kids as young as five or six carrying a heavy-leather backpack loaded with textbooks. Earlier it was considered fine, but children in Japan are speaking out, complaining that their backpacks are so heavy that they leave them with sore backs and shoulders.

It's a familiar site every day to see kids as young as five or six carrying a heavy-leather backpack loaded with textbooks. Earlier it was considered fine, but children in Japan are speaking out, complaining that their backpacks are so heavy that they leave them with sore backs and shoulders. The concept of bags was initially introduced to encourage kids to walk to and from schools and was made compulsory through their first six years of education. It was originally used by Japanese foot soldiers and was first taken by schoolchildren in the 1800s. Also read | Indian-origin Natasha Perianayagam named ‘world’s brightest’ student by Johns Hopkins for 2nd time in a row A recent survey by Footmark revealed that over 90 per cent of kids aged six and 12 who use randoseru, a Japanese derivation of the Dutch word 'backpack,' have said that the weight is a problem. The report conducted a survey of 1,200 parents and their first, second and third-grade kids. The Japanese newspaper Yomiuri Shimbun said that around 93 per cent of kids that their bags are too heavy. Some 65 per cent of respondents said that they would like to trade bags for something lighter. Also read | Japanese PM Fumio Kishida sacks aide over his same-sex couple comments The newspaper added that the average weight of a backpack filled with textbooks was around 4.28 kg in 2022. Some also struggled with backpacks weighing over 10 kg. The survey also showed that it was just not kids complaining, even parents were upset, but about its hefty price tag. According to them, in 2022 an average bag cost around ¥56,425 ($353). The price range has increased by almost ¥20,000 ($151) over the past 10 years. Responding to the complaints, some local authorities have allowed children to leave their textbooks in their classrooms overnight particularly during their summer months, despite the fact that it might discourage them to do their homework. (With inputs from agencies) WATCH WION LIVE HERE

'Sore backs and shoulders': Japanese kids as young as six complain of 'too heavy' backpacks

In order to improve the quality of school education, the Indian government is working on replacing the old educational structure of 10+2 system by 5+3+3+4 system. WION tells you more in this report.

WION Dispatch: India's new '5+3+3+4' education format

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