GET TO KNOW MORE ABOUT US,
OUR LIKES AND ASPIRATIONS FOR LIFE
Hey! I am Tarun and am 16.
Being ambitious, self-driven, and ready to take initiative, is my motto. My strengths are that I am amiable, open-minded, resourceful and a great contributor to my team. My future plan is to become an astrophysicist. Programming in Python is my new discovery. |
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Hello everyone this is Pratiksha here, I’m 16 years old and I will be part of the Eumind 2021.
I'm a very creative, courageous and practical person. Visiting new places, exploring the world and having lots of adventures is something that excites me the most. I get to learn about different cultures, and traditions. |
My name is Saptarshi. I am 16 yrs old and a student of the 11th standard. In my leisure time I research about cricketing events and stay updated in all sports news. I am an aspiring sports writer and would like to excel in journalism. |
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Hello everyone, Myself Hamsika, soon going to turn 14. My hobbies include singing, dancing, reading and sketching. I love to explore things and find what best suits for me. I'm learning Japanese. Am a very active team-person. So, I believe I would be a supportive member. I would like to pursue Business and Japanese language for my career. Thank You !
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Hello everyone,
I am Srushti and I am 15 years old. During my leisure time, I like to play badminton and listen to music. I am a sporty person and I love to participate in marathons. My future aspiration is to become a software engineer. Thank You ! |
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HISTORY
In ancient times, India had the Gurukula system of education in which those who wished to study and could afford for studies went to a teacher's (Guru) house and requested to be taught. If accepted as a student by the guru, he would then stay at the guru's place and help in all activities at home. This not only created a strong tie between the teacher and the student, but also taught the student everything about running a house. The guru teaches everything the child wanted to learn, from Sanskrit to the holy scriptures and from Mathematics to Science. The student stayed as long as the guru felt that he had taught everything he could teach. All learning was closely linked to nature and to life, and not confined to memorizing some information. |
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As per the Indian Constitution, school education was originally a state subject —that is, the states had complete authority on deciding policies and implementing them. There is a national organization that plays a key role in developing policies and programmes, called the National Council for Educational Research and Training (NCERT) that prepares a National Curriculum Framework. Each state has its counterpart called the State Council for Educational Research and Training (SCERT). The school system in India has four levels: lower primary (age 6 to 10), upper primary (11 and 12), high (13 to 15) and higher secondary (17 and 18).
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Two of these are coordinated at the national level, of which one is under the Central Board of Secondary Education (CBSE) and was originally meant for children of central government employees who are periodically transferred and may have to move to any place in the country. A number of “central schools” (named Kendriya Vidyalayas) have been established for the purpose in all main urban areas in the country. One subject (Social Studies, consisting of History, Geography, Civics and Economics) is always taught in Hindi, and other subjects in English, in these schools. Kendriya Vidyalayas admit other children also if seats are available. All of them follow textbooks written and published by the NCERT.
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In addition to these government-run schools, a number of private schools in the country follow the CBSE syllabus though they may use different text books and follow different teaching schedules. They have a certain amount of freedom in what they teach in lower classes. The CBSE also has 141 affiliated schools in 21 other countries mainly catering to the needs of the Indian population there.
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The first international schools were founded in the latter half of the 19th century in countries such as Japan, Switzerland and Turkey. Early international schools were set up for families who travelled, like children of personnel of international companies, international organizations, non-governmental organizations (NGO), and embassy staff. The schools were established with the people and organizations having large interests in the hosting nation: for instance, American diplomats and missionaries often set up schools to educate their children: children of American military personnel often attended Department of Defense Dependents Schools (DoDDS). French diplomats and business families founded similar schools based on the French curriculum. In April 2007 there were 4,179 English-speaking international schools, which was expected to set to rise with the rate of accelerating globalization.
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THE INTERVIEW WAS ENRICHING AND INSIGHTFUL.
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On 26th January we had our second VC wherein we enquired our counterpart about the progress of their report. We also had a discussion regarding the institution each of us chose and the number of interviews taken.
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On the day of the second Virtual Conference (i.e. on 26th of January, 2022) we along with our counterpart team had a discussion on the Research Report. We also had a conversation about the interviews taken. We presented before our counterpart team, the research report which was prepared by us, by guiding them through our Weebly page.
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