TG GURUKUL’S MISSION FOR SKILL AND CAPACITY-BUILDING PROGRAMMES UNDER NEP 2020

  1. Assist in the goal-oriented execution of NEP 2020’s objectives across a comprehensive set of initiatives.
  2. Provide skill and capacity-building programmes to the underserved and digitally divided segments with certitude towards significantly enhancing student outcomes.
  3. Provide instant enhancement and scale to governments’ digital platforms.
  4. Assist in expanding and enhancing platforms and initiatives, including DIKSHA, NISHTHA, and Tamanna (Measuring Aptitude and Numerical Abilities).
  5. Aid in setting up blended and hybrid modes of learning ecosystems.
  6. Ensure alignment to the standard of content, technology, and pedagogy for online/digital teaching-learning, to be set by the NETF and other appropriate bodies.

TG GURUKUL UNIQUE CAPABILITIES FOR CAPACITY AND SKILL BUILDING

  • TG GURUKUL’S capacity-building programme is effective and significantly less expensive than other similar ones. 
    • This presents the opportunity for Indian Central and State Governments to institute and expand programmes at a low cost and expect robust and tractable capacity-building across the country and all economic strata. 
    • The programmes are flexible and multilingual with best-in-class curricula, teachers, and technology. 
    • The curriculum focuses on applicability and practical areas so that students can directly utilise their knowledge by applying it to modern challenges. 
  • TG GURUKUL’S programmes are supplemented with core school learning programmes and professional development programmes.
  • Our programmes are flexible and extensible across classes 6-11 as well as adult learners and non-traditional students and allows for meaningful collaboration and networking opportunities in a cohort-based setting.
  • Our capacity-building programme provides students with the acumen they need to have confident and meaningful education.
  • It is a complement to academic and core curriculums. 
  • The programmes are led by expert faculty and powered by experienced trainers so students can trust that they are getting industry-relevant education.
  • The programme is built with career development in mind, offering fireside chats and other direct engagement opportunities with healthcare professionals.
  • It leverages an online interactive learning platform, ensuring students are engaged throughout their courses and learning in stimulating and innovative ways.

OUTSTANDING RESEARCH

  • Outstanding research as a corequisite for outstanding education and development;
  • TG GURUKUL’S instructors and academic heads have master’s and PhD degrees with strong research capabilities and drive towards academic and pedagogical research

No hard separations between learning areas and activities

  • No hard separationsbetween arts and sciences, between curricular and extra-curricular activities, between vocational and academic streams, etc., in order to eliminate harmful hierarchies among and silos between different areas of learning;
  • TG GURUKUL is uniquely positioned and designed

Multidisciplinary and a holistic education

  • Multidisciplinary and holistic education across the sciences, social sciences, arts, humanities, and sports for a multidisciplinary world to ensure the unity and integrity of all knowledge; 
  • TG’s diversity and flexibility are built from the ground up
    • The only learning platform pan-India to have a comprehensive set of courses

Development of life skills

  • Life skills such as communication, cooperation, teamwork, and resilience; 
  • TG GURUKUL’S curriculum is being expanded to address the capacity-building initiative across 15 skills and career paths

Ethics and human & Constitutional values

  • Ethics and human & Constitutional values like empathy, respect for others, cleanliness, courtesy, democratic spirit, spirit of service, respect for public property, scientific temper, liberty, responsibility, pluralism, equality, and justice; 
  • Practical aspects of this goal will be addressed in schools’ physical locations 
  • TG GURUKUL’S curriculum has all other aspects included in the learning paths

Emphasis on conceptual understanding

  • Emphasis on conceptual understanding rather than rote learning and learning-for-exams
  • TG GURUKUL’S curriculum is designed from the ground up for conceptual understanding and critical thinking

Extensive use of technology

  • Extensive use of technology • in teaching and learning, removing language barriers, increasing access for Divyang students, and educational planning and management; 
  • TG GURUKUL’S technology platform is multilingual, internally scalable, secure, self-contained, and best-of-breed across the world

NEP 2020 Guidelines on capacity building

  • For Teachers
    • 50 hours of CPD (continuous professional development) for teachers as per para 5.15 and 5.16 of NEP.
    • Competency-based education and assessment reforms (NEP para 4.6)
    • Online courses on DIKSHA, PISA competency training, etc., for teachers. (NEP para 3.4)
    • FLN (Foundational Literacy and Numeracy) - by Grade 3. However, if any courses are launched for Grades 6 to 8, learning levels for students should be checked for proper alignments.
  • For Students
    • Supplementary aid from authentic and trusted Educators/Organisations…courses based on:
      • ICT usage
      • Aptitude
      • English speaking and listening skills
      • General knowledge about India as a country and local regions of habitat, etc.
      • AI, ML
      • Financial literacy
      • Design thinking
      • Various vocational courses on beauty and wellness
      • Understanding what organic produces in agriculture are
      • Food habits & source of nutrition. Build balanced diets, how to switch to healthy junk food, etc.

Objectives

  • Develop a global mindset by instilling Skills and Values in Education, which help in capacity building.
  • Recognising, identifying, and fostering the unique capabilities of students.
  • Encourage logical decision-making, critical thinking, problem-solving, and innovation.
  • The main objective of these modules is to develop readiness for understanding and appreciating various skills and their application in students’ work careers.
  • These courses include a planned sequence of instructions – consisting of units aimed at developing employability and vocational competencies of students of classes 6-8 who opt for vocational subjects, in addition to their general school curriculum.

TG GURUKUL MISSION IN EXECUTING NEP 2020

Sr. # NEP 2020 Goals TG Capabilities
1 Recognizing, identifying, and fostering the unique capabilities of each student by sensitizing teachers and parents to promote each student’s holistic development in both academic and non-academic spheres.       
2 According the highest priority to achieving Foundational Literacy and Numeracy by all students by Grade 3.       
3 Flexibility, so that learners have the ability to choose their learning trajectories and programmers, and thereby choose their own paths in life according to their talents and interests.       
4 No hard separations between arts and sciences, between curricular and extra-curricular activities, between vocational and academic streams, etc., in order to eliminate harmful hierarchies among and silos between different areas of learning.       
5 Multidisciplinary and holistic education across the sciences, social sciences, arts, humanities, and sports for a multidisciplinary world to ensure the unity and integrity of all knowledge.    
6 Emphasis on conceptual understanding rather than rote learning and learning-for-exams.       
7 Creativity and critical thinking to encourage logical decision-making and innovation.    
8 Ethics and human & Constitutional values like empathy, respect for others, cleanliness, courtesy, democratic spirit, spirit of service, respect for public property, scientific temper, liberty, responsibility, pluralism, equality, and justice.    
9 Promoting multilingualism and the power of language in teaching and learning.       
10 Life skills such as communication, cooperation, teamwork, and resilience.       
11 Focus on regular formative assessment for learning rather than the summative assessment that encourages today’s ‘coaching culture.’    
12 Extensive use of technology in teaching and learning, removing language barriers, increasing access for Divyang students, and educational planning and management.       
13 Respect for diversity and the local context in all curriculum, pedagogy, and policy, always keeping in mind that education is a concurrent subject.       
14 Full equity and inclusion as the cornerstone of all educational decisions to ensure that all students are able to thrive in the education system.    
15 Synergy in curriculum across all levels of education, from early childhood care and education to school education to higher education.       
16 Teachers and faculty as the heart of the learning process – their recruitment, continuous professional development, positive working environments and service conditions.       
17 A ‘light but tight’ regulatory framework ensures integrity, transparency, and resource efficiency of the educational system through audit and public disclosure while encouraging innovation and out-of-the-box ideas through autonomy, good governance, and empowerment.       
18 Continuous review of progress based on sustained research and regular assessment by educational experts.       

       – Universally Capable Across All Geographies

    – Regional Capability With Required Customization