her name is Virginie panchal resident of Ahmedabad dreaming of being a doctor
Ahmedabad dreaming of being a doctor
Ahmedabad dreaming of being a doctor only she never lived to fulfill her
only she never lived to fulfill her
only she never lived to fulfill her dreams because in March 2016 she
dreams because in March 2016 she
dreams because in March 2016 she committed suicide due to academic
committed suicide due to academic
committed suicide due to academic pressure every 90 minutes there’s a
pressure every 90 minutes there’s a
pressure every 90 minutes there’s a teenager in India who commits suicide
teenager in India who commits suicide
teenager in India who commits suicide the latest Lancet Commission report
the latest Lancet Commission report
the latest Lancet Commission report tells us that suicide is a growing
tells us that suicide is a growing
tells us that suicide is a growing phenomenon amongst the adolescents and
phenomenon amongst the adolescents and
phenomenon amongst the adolescents and the youth in India but you know
the youth in India but you know
the youth in India but you know statistics don’t always tell you the
statistics don’t always tell you the
statistics don’t always tell you the full story the impact of this on
full story the impact of this on
full story the impact of this on families three months ago the shiny’s
families three months ago the shiny’s
families three months ago the shiny’s mother puja been she also hung herself
mother puja been she also hung herself
mother puja been she also hung herself in the same room on the same ceiling fan
in the same room on the same ceiling fan
in the same room on the same ceiling fan with two of her children and her husband
with two of her children and her husband
with two of her children and her husband outside she couldn’t bear the grief in
outside she couldn’t bear the grief in
outside she couldn’t bear the grief in despair I know what it’s like to lose a
despair I know what it’s like to lose a
despair I know what it’s like to lose a child because I also lost my child meet
child because I also lost my child meet
child because I also lost my child meet Tara I lost her two years ago methought
Tara I lost her two years ago methought
Tara I lost her two years ago methought I left you to a sudden illness she was a
I left you to a sudden illness she was a
I left you to a sudden illness she was a very happy child loved her school she
very happy child loved her school she
very happy child loved her school she studied in math magani international
studied in math magani international
studied in math magani international school that i created and i think
school that i created and i think
school that i created and i think somehow that has given me the strength
somehow that has given me the strength
somehow that has given me the strength to carry on because you see at least she
to carry on because you see at least she
to carry on because you see at least she had a happy childhood 12 years of bliss
had a happy childhood 12 years of bliss
had a happy childhood 12 years of bliss and she blessed us so what’s really
and she blessed us so what’s really
and she blessed us so what’s really wrong with our education system several
wrong with our education system several
wrong with our education system several things but you know it some models it is
things but you know it some models it is
things but you know it some models it is built on one of the models is of course
built on one of the models is of course
built on one of the models is of course the behaviorist model which is kind of
the behaviorist model which is kind of
the behaviorist model which is kind of tabula rasa you know the empty slate
tabula rasa you know the empty slate
tabula rasa you know the empty slate speaking of empty slates if I asked you
speaking of empty slates if I asked you
speaking of empty slates if I asked you to put your finger in the air and draw a
to put your finger in the air and draw a
to put your finger in the air and draw a scenery that comes to your mind
scenery that comes to your mind
scenery that comes to your mind immediately what would you draw
immediately what would you draw
immediately what would you draw mountains River setting sunbirds well
mountains River setting sunbirds well
mountains River setting sunbirds well that’s my rendition of that image I’ve
that’s my rendition of that image I’ve
that’s my rendition of that image I’ve asked this question
asked this question
asked this question two Indians across the country across
two Indians across the country across
two Indians across the country across generations all school-going Indians and
generations all school-going Indians and
generations all school-going Indians and they all tell me this is the first image
they all tell me this is the first image
they all tell me this is the first image that comes to mind so schools don’t
that comes to mind so schools don’t
that comes to mind so schools don’t really educate us
really educate us
really educate us they actually conditioned us and that’s
they actually conditioned us and that’s
they actually conditioned us and that’s really a major problem so I was pretty
really a major problem so I was pretty
really a major problem so I was pretty too satisfied with my education I
too satisfied with my education I
too satisfied with my education I studied in very elite schools and most
studied in very elite schools and most
studied in very elite schools and most of what I learned wasn’t useful to me at
of what I learned wasn’t useful to me at
of what I learned wasn’t useful to me at all one of the things I learned was the
all one of the things I learned was the
all one of the things I learned was the digestive system of a frog I’m going to
digestive system of a frog I’m going to
digestive system of a frog I’m going to be nearly 50 years old I have yet to
be nearly 50 years old I have yet to
be nearly 50 years old I have yet to meet a frog with digestive problems whom
meet a frog with digestive problems whom
meet a frog with digestive problems whom I can help I couldn’t change the car
I can help I couldn’t change the car
I can help I couldn’t change the car tire I could draw circuits but didn’t
tire I could draw circuits but didn’t
tire I could draw circuits but didn’t know how to change a fuse and most
know how to change a fuse and most
know how to change a fuse and most importantly at best
importantly at best
importantly at best I was bored in school at worst I was
I was bored in school at worst I was
I was bored in school at worst I was petrified of my teachers so in the year
petrified of my teachers so in the year
petrified of my teachers so in the year 1999 with my husband Pascal Shah so his
1999 with my husband Pascal Shah so his
1999 with my husband Pascal Shah so his French we decided to create a different
French we decided to create a different
French we decided to create a different school a school where children are happy
school a school where children are happy
school a school where children are happy a school where they enjoy the learning
a school where they enjoy the learning
a school where they enjoy the learning experience you know why should education
experience you know why should education
experience you know why should education be a bitter pill to be swallowed
be a bitter pill to be swallowed
be a bitter pill to be swallowed why is it kind of an injection that you
why is it kind of an injection that you
why is it kind of an injection that you need and sort of you become immune to it
need and sort of you become immune to it
need and sort of you become immune to it so we wanted a school where there are no
so we wanted a school where there are no
so we wanted a school where there are no uniforms where there is no fixed
uniforms where there is no fixed
uniforms where there is no fixed timetable where knowledge isn’t
timetable where knowledge isn’t
timetable where knowledge isn’t fragmented into subjects there no stress
fragmented into subjects there no stress
fragmented into subjects there no stress there’s no homework and no teaching just
there’s no homework and no teaching just
there’s no homework and no teaching just learning because you see the school
learning because you see the school
learning because you see the school system we have you know we have a
system we have you know we have a
system we have you know we have a colonial past
colonial past
colonial past it comes from two models either the
it comes from two models either the
it comes from two models either the factory system or the prison system and
factory system or the prison system and
factory system or the prison system and Michel Foucault
Michel Foucault
Michel Foucault a French philosopher and writer made a
a French philosopher and writer made a
a French philosopher and writer made a comparison between schools asylums army
comparison between schools asylums army
comparison between schools asylums army and prisons and guess what’s similar
and prisons and guess what’s similar
and prisons and guess what’s similar between prisons and schools the uniforms
between prisons and schools the uniforms
between prisons and schools the uniforms come from the prison system the
come from the prison system the
come from the prison system the timetable the roll call the assembly and
timetable the roll call the assembly and
timetable the roll call the assembly and the cellular structure of sitting so
the cellular structure of sitting so
the cellular structure of sitting so that the jailers don’t interact with
that the jailers don’t interact with
that the jailers don’t interact with each other and the children don’t
each other and the children don’t
each other and the children don’t interact with each other and create
interact with each other and create
interact with each other and create chaos I know
chaos I know
chaos I know why children run out of schools when the
why children run out of schools when the
why children run out of schools when the bell rings I’m talking about your
bell rings I’m talking about your
bell rings I’m talking about your traditional schools so we decided to
traditional schools so we decided to
traditional schools so we decided to create a school where learning was fun
create a school where learning was fun
create a school where learning was fun and with that we created a
and with that we created a
and with that we created a public-private partnership model with
public-private partnership model with
public-private partnership model with the Ahmedabad Municipal Corporation we
the Ahmedabad Municipal Corporation we
the Ahmedabad Municipal Corporation we wanted the poorest of the poor to study
wanted the poorest of the poor to study
wanted the poorest of the poor to study in an international school with the
in an international school with the
in an international school with the elite because we wanted an education
elite because we wanted an education
elite because we wanted an education that is accessible to all sections of
that is accessible to all sections of
that is accessible to all sections of society so we said different castes
society so we said different castes
society so we said different castes different religions different abilities
different religions different abilities
different religions different abilities what children will study together so you
what children will study together so you
what children will study together so you know when you try to make a change in an
know when you try to make a change in an
know when you try to make a change in an experimental school international school
experimental school international school
experimental school international school now everybody tells you be the change
now everybody tells you be the change
now everybody tells you be the change nobody really tells you what’s going to
nobody really tells you what’s going to
nobody really tells you what’s going to happen if you try to change something
happen if you try to change something
happen if you try to change something and we were in for riots blood signature
and we were in for riots blood signature
and we were in for riots blood signature campaigns burning of buses really fast
campaigns burning of buses really fast
campaigns burning of buses really fast mobs that surrounded us and wanted to
mobs that surrounded us and wanted to
mobs that surrounded us and wanted to lynch us public interest litigation in
lynch us public interest litigation in
lynch us public interest litigation in the High Court it went up to the Supreme
the High Court it went up to the Supreme
the High Court it went up to the Supreme Court and I was just 30 years old that
Court and I was just 30 years old that
Court and I was just 30 years old that time and I was stunned I didn’t know
time and I was stunned I didn’t know
time and I was stunned I didn’t know what hit me and every night has to go to
what hit me and every night has to go to
what hit me and every night has to go to bed crying I just didn’t know what to do
bed crying I just didn’t know what to do
bed crying I just didn’t know what to do but in the morning when I would wake up
but in the morning when I would wake up
but in the morning when I would wake up I tell myself in my life I don’t want to
I tell myself in my life I don’t want to
I tell myself in my life I don’t want to look back and think I didn’t even try
look back and think I didn’t even try
look back and think I didn’t even try maybe I won’t succeed in this project
maybe I won’t succeed in this project
maybe I won’t succeed in this project because different sections of society
because different sections of society
because different sections of society were against this project for different
were against this project for different
were against this project for different reasons thanks to a lot of help from
reasons thanks to a lot of help from
reasons thanks to a lot of help from wonderful people we succeeded in the
wonderful people we succeeded in the
wonderful people we succeeded in the project so you can see a lot of police
project so you can see a lot of police
project so you can see a lot of police posted outside because of the rights
posted outside because of the rights
posted outside because of the rights like situation and the rights was
like situation and the rights was
like situation and the rights was spreading from city to city so we really
spreading from city to city so we really
spreading from city to city so we really went past a very strong system exchange
went past a very strong system exchange
went past a very strong system exchange and my husband I remember told me you
and my husband I remember told me you
and my husband I remember told me you know the fact that this such a big
know the fact that this such a big
know the fact that this such a big reaction to this project makes me
reaction to this project makes me
reaction to this project makes me convinced that we are on the right path
convinced that we are on the right path
convinced that we are on the right path so later on of course we got the
so later on of course we got the
so later on of course we got the building it is a old municipal school
building it is a old municipal school
building it is a old municipal school building in the heart of the city of
building in the heart of the city of
building in the heart of the city of Ahmedabad you can see what it was in
Ahmedabad you can see what it was in
Ahmedabad you can see what it was in 1998 and what it became later that’s
1998 and what it became later that’s
1998 and what it became later that’s also the before and after the toilets
also the before and after the toilets
also the before and after the toilets and I think it’s important to show that
and I think it’s important to show that
and I think it’s important to show that what’s the state of public school
what’s the state of public school
what’s the state of public school toilets in our country
toilets in our country
toilets in our country a lot of parents will ask me if you
a lot of parents will ask me if you
a lot of parents will ask me if you can’t give admission to our children
can’t give admission to our children
can’t give admission to our children which board do you recommend us to go to
which board do you recommend us to go to
which board do you recommend us to go to and I tell them I don’t know about
and I tell them I don’t know about
and I tell them I don’t know about boards just go and check the toilets of
boards just go and check the toilets of
boards just go and check the toilets of the school
the school
the school if the toilets are clean there’s a fair
if the toilets are clean there’s a fair
if the toilets are clean there’s a fair chance is some good education and the
chance is some good education and the
chance is some good education and the toilets are dirty you children really
toilets are dirty you children really
toilets are dirty you children really deserve better so a lot of our children
deserve better so a lot of our children
deserve better so a lot of our children come from very poor sections of society
come from very poor sections of society
come from very poor sections of society because diversity as a tool in the
because diversity as a tool in the
because diversity as a tool in the learning process was very important to
learning process was very important to
learning process was very important to us what did we do really in our school
us what did we do really in our school
us what did we do really in our school we created a three-tier system a
we created a three-tier system a
we created a three-tier system a research Action Centre a teacher
research Action Centre a teacher
research Action Centre a teacher training centre and a school of
training centre and a school of
training centre and a school of application and the methodology that we
application and the methodology that we
application and the methodology that we developed was called generated resources
developed was called generated resources
developed was called generated resources learning because we said there enough
learning because we said there enough
learning because we said there enough resources around us always and your
resources around us always and your
resources around us always and your biggest resource is your body the body
biggest resource is your body the body
biggest resource is your body the body has been put into exile in education for
has been put into exile in education for
has been put into exile in education for very very long finger on your lip sit on
very very long finger on your lip sit on
very very long finger on your lip sit on the bench
the bench
the bench don’t ask questions etc etc so we said
don’t ask questions etc etc so we said
don’t ask questions etc etc so we said we use a body and we use the senses to
we use a body and we use the senses to
we use a body and we use the senses to learn so here is an example of sex
learn so here is an example of sex
learn so here is an example of sex education module going on in our school
education module going on in our school
education module going on in our school you can see these children who have
you can see these children who have
you can see these children who have written they’ve created color colored
written they’ve created color colored
written they’ve created color colored sheets where they have colored the parts
sheets where they have colored the parts
sheets where they have colored the parts of the body where they feel comfortable
of the body where they feel comfortable
of the body where they feel comfortable if somebody touches them and parts of
if somebody touches them and parts of
if somebody touches them and parts of the body where they don’t like to be
the body where they don’t like to be
the body where they don’t like to be touched
touched
touched they’re playing lots of games you know
they’re playing lots of games you know
they’re playing lots of games you know the sense of touch is hardly ever used
the sense of touch is hardly ever used
the sense of touch is hardly ever used in education we use the visual and the
in education we use the visual and the
in education we use the visual and the auditory because children sit and learn
auditory because children sit and learn
auditory because children sit and learn or listen to speeches or whatever so
or listen to speeches or whatever so
or listen to speeches or whatever so here lots of icebreaker activities a
here lots of icebreaker activities a
here lots of icebreaker activities a sense of touch is encouraged a lot in
sense of touch is encouraged a lot in
sense of touch is encouraged a lot in our school they become familiar with
our school they become familiar with
our school they become familiar with each other friendly to each other here
each other friendly to each other here
each other friendly to each other here you can see them drawing outlines of
you can see them drawing outlines of
you can see them drawing outlines of their body the silhouettes now this is
their body the silhouettes now this is
their body the silhouettes now this is important because when I was a kid and
important because when I was a kid and
important because when I was a kid and we were learning about the reproductive
we were learning about the reproductive
we were learning about the reproductive system there was some sort of a alien
system there was some sort of a alien
system there was some sort of a alien looking creature kind of a half figure
looking creature kind of a half figure
looking creature kind of a half figure with our nose in a mouth with lots of
with our nose in a mouth with lots of
with our nose in a mouth with lots of squiggles inside and I just didn’t
squiggles inside and I just didn’t
squiggles inside and I just didn’t understand what was the digestive what
understand what was the digestive what
understand what was the digestive what was a reproductive system and what did
was a reproductive system and what did
was a reproductive system and what did it have to do with my body
it have to do with my body
it have to do with my body so here when children are drawing
so here when children are drawing
so here when children are drawing silhouettes this is their own silhouette
silhouettes this is their own silhouette
silhouettes this is their own silhouette this is their body they fill in the
this is their body they fill in the
this is their body they fill in the details
details
details and that’s how you bridge the gap
and that’s how you bridge the gap
and that’s how you bridge the gap between the subject the learner the self
between the subject the learner the self
between the subject the learner the self and the object of learning it’s one in
and the object of learning it’s one in
and the object of learning it’s one in the same then of course they play lots
the same then of course they play lots
the same then of course they play lots of visual games they do artwork they’re
of visual games they do artwork they’re
of visual games they do artwork they’re you know
you know
you know exploring different things then again
exploring different things then again
exploring different things then again they do kind of silhouettes again on
they do kind of silhouettes again on
they do kind of silhouettes again on cloth stitching it up stuffing it
cloth stitching it up stuffing it
cloth stitching it up stuffing it putting paint on it and then doing a
putting paint on it and then doing a
putting paint on it and then doing a role play of the sexual education so you
role play of the sexual education so you
role play of the sexual education so you have other projects – there’s a
have other projects – there’s a
have other projects – there’s a cafeteria project which has been running
cafeteria project which has been running
cafeteria project which has been running since 1999 and through the ninja
since 1999 and through the ninja
since 1999 and through the ninja Disciplinary project children learn
Disciplinary project children learn
Disciplinary project children learn about science and mathematics and
about science and mathematics and
about science and mathematics and languages you know through advertising
languages you know through advertising
languages you know through advertising organizational skills etc and then of
organizational skills etc and then of
organizational skills etc and then of course from inside to the outside of the
course from inside to the outside of the
course from inside to the outside of the classroom experience learning means
classroom experience learning means
classroom experience learning means making films you know that that’s one
making films you know that that’s one
making films you know that that’s one project we do every year and children
project we do every year and children
project we do every year and children make films on social issues they connect
make films on social issues they connect
make films on social issues they connect with communities for indigenous
with communities for indigenous
with communities for indigenous knowledge they made films for the state
knowledge they made films for the state
knowledge they made films for the state government of Gujarat for cleanliness
government of Gujarat for cleanliness
government of Gujarat for cleanliness and then they also made films for the
and then they also made films for the
and then they also made films for the Election Commission of India so we went
Election Commission of India so we went
Election Commission of India so we went from the school and slowly we progressed
from the school and slowly we progressed
from the school and slowly we progressed to making nearly professional films and
to making nearly professional films and
to making nearly professional films and there this was a pilot project to create
there this was a pilot project to create
there this was a pilot project to create water awareness they made lots of firm’s
water awareness they made lots of firm’s
water awareness they made lots of firm’s contents and different posters this is a
contents and different posters this is a
contents and different posters this is a pledge that they made motives pledge
pledge that they made motives pledge
pledge that they made motives pledge which went out to 7.5 million voters
which went out to 7.5 million voters
which went out to 7.5 million voters across the country 25 children reached
across the country 25 children reached
across the country 25 children reached out to 7.5 million voters and 7.1
out to 7.5 million voters and 7.1
out to 7.5 million voters and 7.1 million voters signed the pledge and
million voters signed the pledge and
million voters signed the pledge and gave it back and this got is also an
gave it back and this got is also an
gave it back and this got is also an award from the Election Commission of
award from the Election Commission of
award from the Election Commission of India because acknowledged the work done
India because acknowledged the work done
India because acknowledged the work done by the children what’s really important
by the children what’s really important
by the children what’s really important for this kind of a learning a democratic
for this kind of a learning a democratic
for this kind of a learning a democratic school is very important children make
school is very important children make
school is very important children make their own rules and they follow their
their own rules and they follow their
their own rules and they follow their own rules the mapping of projects
own rules the mapping of projects
own rules the mapping of projects interdisciplinary projects is really
interdisciplinary projects is really
interdisciplinary projects is really important that the teachers do and
important that the teachers do and
important that the teachers do and children can outwork the teacher on
children can outwork the teacher on
children can outwork the teacher on projects they can vote for the projects
projects they can vote for the projects
projects they can vote for the projects that they want to learn and they work
that they want to learn and they work
that they want to learn and they work with the teacher to map the projects
with the teacher to map the projects
with the teacher to map the projects that they want to they want to do the
that they want to they want to do the
that they want to they want to do the seating arrangement must foster equity
seating arrangement must foster equity
seating arrangement must foster equity inequality so it’s a very flexible
inequality so it’s a very flexible
inequality so it’s a very flexible seating arrangement that cluster groups
seating arrangement that cluster groups
seating arrangement that cluster groups children can sit where they want work
children can sit where they want work
children can sit where they want work with different groups and of course we
with different groups and of course we
with different groups and of course we are aware
are aware
are aware group a small school so we have very
group a small school so we have very
group a small school so we have very limited resources so the floor is also
limited resources so the floor is also
limited resources so the floor is also used as a space and you can see your
used as a space and you can see your
used as a space and you can see your children have made the maps and they’re
children have made the maps and they’re
children have made the maps and they’re using the floor as a major board now if
using the floor as a major board now if
using the floor as a major board now if learning is fun then of course
learning is fun then of course
learning is fun then of course examinations must or must be fun but we
examinations must or must be fun but we
examinations must or must be fun but we don’t use a word examination because
don’t use a word examination because
don’t use a word examination because somehow that is a very authoritarian
somehow that is a very authoritarian
somehow that is a very authoritarian view to it evaluation is a better word
view to it evaluation is a better word
view to it evaluation is a better word but you give value to what the child
but you give value to what the child
but you give value to what the child knows so here there is a political party
knows so here there is a political party
knows so here there is a political party that the students have made and here
that the students have made and here
that the students have made and here he’s talking about his own manifesto and
he’s talking about his own manifesto and
he’s talking about his own manifesto and that is being voted by the students the
that is being voted by the students the
that is being voted by the students the whole community gives qualitative
whole community gives qualitative
whole community gives qualitative feedback we never give marks because
feedback we never give marks because
feedback we never give marks because that’s very normative and children tell
that’s very normative and children tell
that’s very normative and children tell me once I’ve graduated from school the
me once I’ve graduated from school the
me once I’ve graduated from school the fact that you never gave us marks meant
fact that you never gave us marks meant
fact that you never gave us marks meant there was no hierarchy in the class
there was no hierarchy in the class
there was no hierarchy in the class there was no 60 percent or 50 percent or
there was no 60 percent or 50 percent or
there was no 60 percent or 50 percent or 90 percent student everybody was special
90 percent student everybody was special
90 percent student everybody was special because everybody was good at something
because everybody was good at something
because everybody was good at something or the other so what’s the impact of
or the other so what’s the impact of
or the other so what’s the impact of this small school of 300 children it led
this small school of 300 children it led
this small school of 300 children it led to the Right to Education Act in 2010
to the Right to Education Act in 2010
to the Right to Education Act in 2010 everything that we did in 1999 including
everything that we did in 1999 including
everything that we did in 1999 including the 20% children that we gave admissions
the 20% children that we gave admissions
the 20% children that we gave admissions to became 25 percent qualitative
to became 25 percent qualitative
to became 25 percent qualitative feedback etc but the other thing that we
feedback etc but the other thing that we
feedback etc but the other thing that we did was also we brought the Ministry of
did was also we brought the Ministry of
did was also we brought the Ministry of External Affairs under the RTI Act in
External Affairs under the RTI Act in
External Affairs under the RTI Act in 2007 and children did this Archer our
2007 and children did this Archer our
2007 and children did this Archer our teachers were denied visas teachers
teachers were denied visas teachers
teachers were denied visas teachers coming from France and Germany so the
coming from France and Germany so the
coming from France and Germany so the children resorted to RTI Act and we went
children resorted to RTI Act and we went
children resorted to RTI Act and we went to Central Information Commission and we
to Central Information Commission and we
to Central Information Commission and we won the battle of course youth water
won the battle of course youth water
won the battle of course youth water festival became a general resolution and
festival became a general resolution and
festival became a general resolution and teacher trainings now are expanding to
teacher trainings now are expanding to
teacher trainings now are expanding to other schools and with her we said you
other schools and with her we said you
other schools and with her we said you know children have fun teachers must
know children have fun teachers must
know children have fun teachers must have fun they must enjoy the learning
have fun they must enjoy the learning
have fun they must enjoy the learning experience too and Gandhiji said this
experience too and Gandhiji said this
experience too and Gandhiji said this you know if all our teachers who will be
you know if all our teachers who will be
you know if all our teachers who will be the learners
the learners
the learners let’s all be learners so in our
let’s all be learners so in our
let’s all be learners so in our experience your learning processes
experience your learning processes
experience your learning processes teachers have a lot of fun so the
teachers have a lot of fun so the
teachers have a lot of fun so the purpose of learning why should we learn
purpose of learning why should we learn
purpose of learning why should we learn learning must connect to the child’s
learning must connect to the child’s
learning must connect to the child’s life it must be meaningful purposeful
life it must be meaningful purposeful
life it must be meaningful purposeful and useful to me I did must create
and useful to me I did must create
and useful to me I did must create citizenship it must make a real
citizenship it must make a real
citizenship it must make a real difference in the world they it must
difference in the world they it must
difference in the world they it must bring in confidence I’m using words the
bring in confidence I’m using words the
bring in confidence I’m using words the children said that they actually learned
children said that they actually learned
children said that they actually learned it’ll lead to innovators one of our you
it’ll lead to innovators one of our you
it’ll lead to innovators one of our you know grade 11 students he’s traded a
know grade 11 students he’s traded a
know grade 11 students he’s traded a Oh a system that can run on a PC the
Oh a system that can run on a PC the
Oh a system that can run on a PC the only kid in the world to do that we’ve
only kid in the world to do that we’ve
only kid in the world to do that we’ve got children in heaven standard who are
got children in heaven standard who are
got children in heaven standard who are running their own startups today so the
running their own startups today so the
running their own startups today so the purpose of learning is really to create
purpose of learning is really to create
purpose of learning is really to create a meaningful education and I can just
a meaningful education and I can just
a meaningful education and I can just give you one example of this young girl
give you one example of this young girl
give you one example of this young girl Chandrika who has come who joined us
Chandrika who has come who joined us
Chandrika who has come who joined us from a municipal school in grade one she
from a municipal school in grade one she
from a municipal school in grade one she finished her IB education went to st.
finished her IB education went to st.
finished her IB education went to st. Xavier’s went to UK to Dudley College
Xavier’s went to UK to Dudley College
Xavier’s went to UK to Dudley College learnt film editing and she’s back in
learnt film editing and she’s back in
learnt film editing and she’s back in our school teaching film editing and
our school teaching film editing and
our school teaching film editing and many of our students come back to a
many of our students come back to a
many of our students come back to a school and their teachers so you know
school and their teachers so you know
school and their teachers so you know learning must make sense and I’d like to
learning must make sense and I’d like to
learning must make sense and I’d like to end the presentation by saying by giving
end the presentation by saying by giving
end the presentation by saying by giving you a little coat for my daughter Tara
you a little coat for my daughter Tara
you a little coat for my daughter Tara the world we say the world we said the
the world we say the world we said the
the world we say the world we said the world is a big place and I’m small but I
world is a big place and I’m small but I
world is a big place and I’m small but I matter because I am matter ladies and
matter because I am matter ladies and
matter because I am matter ladies and gentlemen
gentlemen
gentlemen every child matters every child is
every child matters every child is
every child matters every child is special and an education system that
special and an education system that
special and an education system that pushes young children to commit suicide
pushes young children to commit suicide
pushes young children to commit suicide is an education system that needs to be
is an education system that needs to be
is an education system that needs to be radically changed so what now are
radically changed so what now are
radically changed so what now are radical change in education system thank
radical change in education system thank
radical change in education system thank you
”
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