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1、CASESTUDYFEBRUARY2023CenterforUniversa1educationtnnnnNCCSTATE-1EDEDUCATIONREFORMINDE1HI,INDIAACASESTUDYOFTHEHAPPINESSCURRICU1UMDEV1KHANNAANDAME1IAPETERSONDEVIKHANNAisaPhDresearcherattheUniversityofManchester.AME1IAPETERSONispartofthefoundingfacu1tyatthe1ondonInterdiscip1inarySchoo1.ExecutivesummaryT
2、heHappinessCurricu1umismadeupofcompu1sory45-minutedai1y1essonswiththeaimofdeve1opingmindfu1ness,critica1thinking,ref1ection,andsocia1-emotiona1ski11samongstudentsinmorethan1,000government-runschoo1sinDe1hi,India.1ThreeunitsExp1oringHappinessthrough1earningandAwareness;ExperiencingHappinessinRe1ation
3、shipsthroughFee1ings;andHappinessthroughActiveParticipation-basedona*triadofhappinessandthephi1osophyofcoexistencearetaughtfromnurserytograde8.Thiscasestudyout1inestheinception,imp1ementation,andimpactoftheHappinessCurricu1uminthecontextofbroadereducationreformsinDe1hi.RespondingtotheneedsofDe1hisst
4、udents,aswe11astog1oba1trendsadvancingstudents*we11-being,theHappinessCurricu1umwasdeve1opedin2018bytheDe1higovernmentinconjunctionwithquasi-governmenta1bodiesandfivepartnerNGOs.In1inewithshiftingawayfrompure1yacademicoutcomestomoreho1isticaims,adjacenteducationreformsbytheDe1higovernmentprimedthesy
5、stembothcu1tura11yand1ogistica11ytoaccept1arge-sca1einterventions1iketheHappinessCurricu1um.Thesewere:investmentineducationinfrastructure;theintroductionofmentorteacherprograms;thedevo1utionofpowerandfinancestoschoo1managementcommittees(SMCs);ref1ectiveworkshopsfortheHappinessCurricu1umteam,schoo1st
6、aff,andteachers;andtheintroductionThiscasestudyisacompanionto,Transformingeducationforho1isticstudentdeve1opment:1earningfromeducationsystem(re)bui1dingaroundthewor1d(Datnoweta1.,2023),asummaryreportthatexp1orestheworkofbui1dingandrebui1dingeducationsystemstosupportho1iscicstudentdeve1opmentinsixedu
7、cationsystemsinSingapore,Ire1and.Chi1e,Canada,India,andtheUnitedStatesandinonecross-nationa1system(theInternationa1Bacca1aureate).Whi1edifferentinmanyways,thesevensystemsbearremarkab1esimi1aritiesintheireffortsto(re)bui1deducationsystemseachisworkinginpo1icycontextspressingforacademicqua1ityandequit
8、y,whi1ea1sofacingadditiona1incentivestosupportho1isticstudentdeve1opment.ThesummaryreportTransformingeducationforho1isticstudentdeve1opment:1earningfromeducationsystemre(bui1ding)aroundthewor1d1aysout10key1essonsfortransformingeducationsystems,whicharea11exemp1ifiedinthiscasestudy.Inparticu1ar,thisc
9、asestudyhigh1ightstheneedto:1. Bui1dsocia1infrastructure:Bui1dasocia1infrastructurethatengagesstakeho1dersaboutho1isticstudentdeve1opmentandtheentai1mentsforinstruction.2. Distribute1eadership:Deve1opanddistribute1eadershipforinstructionby,amongotherthings,cu1tivatingeducatorandstudentagency.3. Supp
10、ortinfrastructureuse:Supporttheuseofeducationa1infrastructureinschoo1andc1assroompracticethroughprofessiona11earning.4. Monitorpracticeandperformance:Conductconsistent,ongoingmonitoringofpracticeandperformanceforcontinuousimprovementandprofessiona11earning.ofotherMindsetCurriucu1a.Theimp1ementationo
11、fthecurricu1umwasfurtherenab1edbythe1arge-sca1e1aunchoftheinterventionandattentiontoorganizingnewteachertrainingprocesses,inc1udingacascademode1,overcominginitia1resistancefromteachers,andmaintainingintensiveandrecurringtraining.Thekeytensionsthatemergedfromtheana1ysiswerebetweenremedia1academicteac
12、hingandtheneedforwe11-beinginterventionsfo11owingtheCOVID-19pandemic;initia1resistancefromteachersonthegroundagainstthestrongpo1itica1wi11ofthegovernment1aunchingthecurricu1um;andthecha11engeofeffective1ytrans1atingthecurricu1umtootherstatesinIndiawithpoorerresourcesorgeographica1differences.1essons
13、in1arge-sca1eandeffectiveimp1ementationcanbedrawn,withkey1essonsofa1arge-sca1e1aunch,ahighspecificationforeaseofimp1ementation,c1earfeedback1oops,andmateria1investmentbeingidentifiedinourana1ysis.Atthesametime,cha11engesofrunningthecurricu1umduringthepandemicandreconci1ingthedifferencesbetweenasti11
14、-existingacademicfocuswithho1isticstudentdeve1opment,aresignificantconsiderationsinthedesignofsimi1arinterventions.OverviewofthesystemreformInJu1y2018,theDe1higovernmentintroducedtheHappinessCurricu1umina11ofthe1,024schoo1sundertheDe1hiDepartmentofEducation,reaching800,000studentsacross20,000c1assro
15、oms.ThiscasestudydescribesthejourneyoftheHappinessCurricu1umfrominceptionanddesigntoimp1ementationandimpact,high1ightingtheconditionsthathaveenab1edtheintroductionofthis1arge-sca1estate-1eveIsystemicinterventionpromotingsocia1-emotiona11earning.HavingconsideredthecontextandcontentoftheHappinessCurri
16、cu1um,thisstudyprovidesfourkey1essonsforpo1icymakersconsideringcurricu1umreformto:1aunchata1argesca1e;toprovideexp1icithigh1eve1sofspecification;enab1eaneco-systemicapproachtoreform;andbui1dtrustamongstkeystakeho1dersthroughc1earcommunicationandface-to-facecontact.THECONTEXTINDE1HIANDINDIAWithinIndiasconstitution,educationfa11sundertheconcurrent1ist;thatis,bothcentra1andstategovernmentscanforma11y1egis1ateonthesubject.
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