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Building STEM Mindsets For The Future

While new technologies increasingly change the landscape of work and learning, new skills like creativity, problem solving, critical thinking and digital fluency become vital. The future of work is anchored by technology, and yet, women continue to lag behind men with regard to their access to technology, the skills to use it, and their employment in tech or related industries.

STEM in traditional terms is defined as Science, Technology, Engineering, Math — a group of subjects taught in silos in our existing school system. There is a need to move beyond this siloed approach and look at STEM as a mindset important to build 21st century skills and prepare young people for the future.

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Challenges Young Learners Face in Accessing Online Education During Covid-19

While educators have geared up to deliver digital learning experiences, students have been working to adapt to their new reality, too. This means adjusting not only to life away from the classroom, in whatever location they find themselves now, but also to the new learning environment of the virtual classroom.

The COVID-19 pandemic has changed education dramatically. At the rate at which the change has happened, it is likely that the integration of digital technology in education will further accelerate, and online learning will eventually become an integral feature education ecosystems.

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The Platform Economy and the Pandemic: What We Need to Look Out For

The ‘Future of Work’ as a policy concept has received much attention in the last few years. Rapid developments in emergent technologies like artificial intelligence, internet of things, automation, and robotics, have fuelled debate and action from policymakers, educators, and businesses to fully leverage the opportunities these new technologies present. The equal amounts of anxiety and excitement that this debate has presented uptill now, needs urgent revisiting in the context of the ongoing pandemic induced economic changes.

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What Should The Covid-19 Pandemic Change?

Ideally, our discriminatory and unsustainable systems.

Unprecedented — A word used to emphasize or describe something that hasn’t happened earlier, at least in our living memories. How we respond to Covid-19, beyond taming the virus in the short term, only time will tell; but there is no doubt that these are unprecedented times for all of us. Never before has the world found itself in exactly the same situation across continents, time zones, political systems, religious affiliations and economic status. This is not to say that everyone’s affected the same way — while we keep hearing that the novel coronavirus “doesn’t discriminate”, more evidence suggests this ongoing pandemic is exacting a higher toll on marginalized communities, the old, the sick and those with lower incomes.

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Gender and Self-learning: Autonomy for the Vulnerable During Crisis

Because making a choice is always a political decision. And when systems do not allow for that to happen, no amount of agency building exercise will be fruitful.

Our programs and processes have been built upon the vision of enabling self-learners.

Self-learning is a process by which the learner takes charge of her learning journey. This manifests in the form of choosing what to learn, when to learn, from whom, how, and to what extent. While the self in self-learning may sound like everything is dependent on the individual, it is not a lonely activity. The emphasis on self emerges from the need for placing the agency of choice-making in the hands of the learner as opposed to a system or an institution determining the best pathway for an individual to achieve their goals.

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What It Takes To Prevent and Reduce School Dropouts: Insights From Our Landscape Research

Urged by global commitments under the MDGs and the Education for All goals that India pledged to at the World Education Forum (Dakar 2000), the parliament of India passed the Right to Education (RTE) act in 2009. The RTE went further than the reforms formerly introduced under the National Policy on Education (1986) to make education a right for each and every child in the age group of 6-14 years. 

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