ATMA AIMS MBA Admit Card 2024 To Be Released Today, Here’s How To Download- Republic World

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Association of Indian Management Schools (AIMS) is set to release the admit card for the AIMS Test for Management Admissions (ATMA) 2024 today, May 21. Scheduled for May 25, the ATMA 2024 exam will be conducted in a single session from 9 am to 12 p.m.

Candidates are advised to arrive at their respective exam centers at least an hour before the commencement of the exam. Those who completed the application process can obtain their ATMA 2024 admit card from the official website,, using their PID and password.

It’s crucial for candidates to bring their admit card along with a valid government-issued ID to the exam center. The admit card will include essential details such as the candidate’s name, roll number, registration number, photograph, signature, exam date and time, venue, reporting time, and instructions for exam day. The results for ATMA 2024 will be announced on May 30.

The exam pattern for ATMA 2024 consists of three sections, each divided into two subsections. With a total of 180 questions, candidates will have 180 minutes to complete the exam. Correct answers will earn candidates one mark each, while incorrect responses will incur a deduction of 0.25 marks.

How to download ATMA AIMS Admit Card 2024

Go to the official website of ATMA-

Look for the section or link related to downloading the admit card. You may need to log in using your credentials, such as your user ID and password.

Enter the necessary information to access your admit card.

After entering the required details, you should be able to view your admit card on the screen. Verify that all the details are correct and match the information you provided during registration. Once confirmed, proceed to download the admit card to your device.

After downloading the admit card, take its printout.

Carefully read any instructions or guidelines provided on the admit card, especially regarding the exam day procedures, reporting time, permissible items, and any COVID-19 related protocols. On the day of the exam, remember to carry a printed copy of your admit card along with a valid government-issued ID proof. Adhering to these instructions will ensure a smooth and hassle-free experience during the exam process.

Navigating Indiana’s Literacy Training Requirement for Educators – Indianapolis News | Indiana Weather | Indiana Traffic

(INDIANA CAPITAL CHRONICLE) — In response to widespread pushback from Hoosier educators, state officials have issued new guidance — with more “flexibility” — on a new literacy licensure requirement that was adopted by the General Assembly earlier this year.

But questions persist for many teachers, and some remain opposed to the new professional development mandate altogether.

Indiana Secretary of Education Katie Jenner said in a letter to teachers on Friday that their input has prompted the state’s education department to adjust and add training options. Some educators have additionally been exempted from the license requirements, as long as they aren’t teaching literacy to students past fifth grade.

“I’m grateful for the collective effort to balance the urgent need to overcome Indiana’s literacy crisis with our shared desire to increase flexibility for educators,” Jenner said in her weekly education newsletter.

The Indiana State Teachers Association (ISTA) applauded Jenner for “acknowledging the extensive requirements of the new literacy endorsement” and said the updated guidance “is a testament to the importance of educator advocacy.”

The state’s largest teachers union — along with dozens of its members — spent more than four hours before the State Board of Education earlier this month, criticizing the “unfair” and “overwhelming” 80-hour training. Many pleaded for more options to be made available for teachers to complete the professional development course — or that it be removed as a requirement altogether.

Jenner and other state education officials have repeatedly maintained that the requirement cannot be eliminated altogether, given that it’s a statutory requirement from lawmakers.

“The adjustments to these requirements reflect the voices and concerns of educators across Indiana,” ISTA president Keith Gambill said in a statement, adding that the union “will continue to advocate for further changes and increased flexibility.”

What’s required of teachers

The training requirement requires all Pre-K to Grade 6 and special education teachers to complete 80 hours of professional development on science of reading concepts and pass a written exam. Teachers won’t be able to renew their license without doing so.

State lawmakers approved the literacy training requirement during the 2024 legislative session as part of an effort to reverse lagging literacy scores among Hoosier students.

Indiana’s reading scores have been on the decline for more than a decade. According to data from the Indiana Department of Education (IDOE), in 2023, one in five Hoosier third graders lacked foundational reading skills.

Under the law, teachers renewing their licenses after July 1, 2027 must have earned an “Early Literacy Endorsement.” They can do so through Keys to Literacy, a free third-party professional development program, through 2025. Teachers are eligible for a $1,200 stipend for the 80-hour Keys to Literacy training, and the state is covering the cost of the PRAXIS exam.

New teachers will need the endorsement next summer if they are receiving their license for the first time.

Teachers encouraged state officials that many of the free training courses are already full, however, leaving only a few other options for which teachers must pay for out of pocket.

Jenner said earlier this month that 12,000 teachers signed up for the Keys to Literacy training in three weeks. Following rounds of earlier concerns, IDOE announced May 8 that the state is adding cohorts.

Additional sessions were added for spring and summer, increasing the total number of cohorts from 12 to 64 — each with approximately 200 educators. More cohorts are also open for both Fall 2024 and Spring 2025 “in response to the early demand,” according to IDOE.

Still, some teachers said they’re concerned funding will run out before they complete the course.

IDOE officials said the Keys to Literacy training — and the adjoining stipend — will be available to any educator who completes the literacy endorsement through June 2025. The $1,200 is part of Indiana’s investment of more than $170 million into literacy, supported in part by grants from the Lilly Endowment.

Jenner said she and other officials will “absolutely continue to advocate for sustained funding for free teacher literacy training” when the General Assembly convenes in January to build the 2025-2027 budget.

Jenner’s Friday update included other changes meant to help teachers access the training, too.

The IDOE will allow the full 80 hours of required professional development to be completed asynchronously starting July 1. Efforts are also underway to expand the list of approved training options, and teachers who have already registered but wish to instead participate in the new option will be able to do so, Jenner said.

Additionally, teachers with a PK-6 “parent license” who do not currently teach PK-5 literacy will no longer be required to earn the early literacy endorsement, which ISTA representatives said will offer “significant relief to educators focused on other content areas. ”

An educator who holds a PK-6 parent license but teaches in a content area that does not involve literacy instruction for PK-5 students will not be required to earn the early literacy endorsement, according to IDOE. If the educator taught PK-5 literacy later on, they would still be required to earn endorsements in order to renew their license, though.

Jenner also acknowledged concerns about the PRAXIS exam and said IDOE is committed to “exploring other potential ways to provide a consistent, quality measure that ensures we are best implementing the science of reading practices.”

What comes next?

Despite the updates, numerous Hoosier teachers said it’s unclear whether they must still complete the professional development training.

Lori Weaver, in Evansville, holds Pre-K-3 and K-12 special education licenses but currently teaches in a high school setting. Weaver said she wants to keep her credentials — but because she doesn’t teach literacy to younger students — she doesn’t feel she should have to complete the new endorsement.

“It’s relieving to see they’re listening and trying to make changes … because I don’t think (all teachers) should have to be wrapped up in this if it’s not relevant to what we’re directly responsible for teaching our students,” Weaver said. “But I still don’t have a guarantee that I don’t have to do (the training), so that stress is still there.”

In an example outlined in IDOE’s new guidance, an educator who currently teaches high school math — or another content area that is not literacy — and who does not plan to teach PK-5 literacy in the future, “will not be required to add the early literacy endorsement.”

To be exempt, IDOE officials said a “written assurance form” will be shared prior to July 1, 2027, when the early literacy endorsement requirement begins. The form will require a signature by district and school administrators confirming that the teacher is not currently teaching PK-5 literacy “and does not plan to do so in the future.”

“There are too few details about what that form will look like and what kinds of hoops I might have to jump through to get it approved,” said Haley Singer, a middle school special education teacher in Indianapolis.

Meanwhile, a growing number of Indiana teachers who’ve already signed up say they’re dropping the Keys to Literacy course as a protest of the training requirement. Others said they’re set to register and, for now, refuse to do so.

A half-dozen teachers who spoke to the Indiana Capital Chronicle — some of whom were not comfortable speaking publicly out of fear of retribution from school or district administrators — said they viewed the literacy endorsement as an “attack” on the state’s already qualified, but overworked, teachers.

They said, too, that the possibility of a $1,200 stipend does little to compensate educators for their personal time used for the training course.

“It’s the summer. “I should be with my kids, my family — not with my nose in my computer being re-taught the science of reading, which is not new to me or many other educators,” said Kyle Peterson, who teaches at an elementary school in the northeast Indiana. “We already have so much other professional development we’re required to complete … on top of all the education and coursework we have to pass just to get our license in the first place. … Yes, there is a literacy problem in Indiana. But why are we only pointing the finger at teachers?”

News from the world of education – May 14, 2024


ICRI School of Clinical Research and Healthcare Management has opened applications for its two-year M.Sc. in Clinical Research and Data Science course at its Pune campus. Scholarships are available.

Eligibility: Doctors or graduates in a Life Sciences stream

Last Date: May 30

For details, visit

The University of Sheffield, the U.K., invites applications for its one-year M.Sc. Environmental Change and International Development course starting in September 2024.

Eligibility: A three-year Bachelor degree’s with minimum 60% or first class in an area of the Social Sciences or Medicine from a recognised university. Overall IELTS score of 6.5 with a minimum of 6.0 in each component, or equivalent.

For details, visit

Freshworks STS Software Academy (FSSA) is a social impact initiative powered by Freshworks for students from low-income families who are unable to afford a conventional college education but have the motivation and aptitude to learn software skills and desire to start their career in technology. Applicants have to take an entrance exam and interview before admission.

Last date: May 18

More details at

Somaiya Vidyavihar University has opened applications for its undergraduate programmes such as BBA, B.Des Product Design, B.A. Mass Communication and Journalism (BAMCJ), B.Sc. IT, B.Sc. Computer Science, B.Sc. Data Science, B.Sc. Economics, B.Sc. Psychology, B.Sc. Sports and Exercise Science through Somaiya Vidyavihar University Entrance Test (SVUET). Applications are also open for B.Tech programmes in various engineering disciplines through the Joint Entrance Examination (JEE) or Maharashtra State Engineering Entrance Examination MHT-CET scores. For eligibility criteria and other details, visit

St. George’s University’s (SGU) School of Medicine, Grenada, has opened applications for its Fall 2024 intake for the five-year, six-year and seven-year MD Pathway for the upcoming academic year.

Eligibility: Class 12 (Science Stream) and A-levels

For more details, visit

Scholars Merit Online Pvt Ltd has launched iMerit, a programme to upskill fresh and lateral graduates and bridge the gap between academia and industry bridge. It involves skills development, including job-assured programmes, advanced and certification programmes, and basic programs tailored specifically for technical students. For details visit

Physics Wallah (PW) has launched Yakeen NEET 2.0 Batch designed for NEET 2025 aspirants. The nine-month course will start on starting on May 20. For details, visit

Education loan offer

Prodigy Finance has announced a special limited-time offer for prospective Master’s students to save up to 3% the cost of their education loan. This is subject to eligibility, funding, and credit assessment criteria as set by Prodigy Finance.

Last date: May 21

Details at

SVKM’s NMIMS has announced the closing date to register for its entrance exams for admissions to various programmes at campuses across India. NMIMS hosts the NCET, NPAT, NLAT and MST exams for admissions to undergraduate programmes in engineering, law, commerce, liberal arts, finance, commerce among others.

Last Date: May 20

For details of programmes, eligibility and more, visit

The university’s Pravin Dalal School of Entrepreneurship and Family Business Management has a launched a new four-year BBA (Hons.) Finance.

Eligibility: 50% in Class 12 board exam (any board) with Maths/Statistics and valid score in NPAT

Last date: May 19 (Phase 1)

For details, visit


Mohan Babu University (MBU) has been awarded the diamond status by the Quacquarelli Symonds (QS) I-GAUGE.

The International Management Institute (IMI) Kolkata has been selected as a Mentor Institute (MI) under the Margdarshan Scheme 2023-24 initiated by the All India Council for Technical Education (AICTE).

ABBS School of Management, Bengaluru, has announced its certification by SAQS.


Acclaimed Malawian innovator William Kamkwamba addressed students from different schools of Delhi-NCR at the Shiv Nadar School campuses recently as the chief guest to the STEAM Conclave on the theme Innovate To Sustain: Green Energy, Essential For Earth’s Tomorrow.

L&T Technology Services hosted the seventh edition of TECHgium, an innovation contest for engineering students. More than 36,765 students from 503 engineering institutes across the country participated. The team from B.V. Raju Institute of Technology, Telangana, came first. The teams from Sri Ramakrishna Engineering College, Coimbatore and Amrita Vishwa Vidyapeetham, Chennai, took the second and third places respectively.

KIIT World School hosted a seminar on mental health in collaboration with Max Hospital, Gurugram. Counsellor Dr. Vishakha Bhalla spoke about stress management, anxiety, depression to an audience of students and teachers.

The World University of Design (WUD), Sonipat, hosted Anveshana, an International Performing Arts Conference, to foster dialogues and discussions and reimagine how traditional arts can be preserved, enhanced, and made relevant in today’s global context and to promote collaboration and synergy among all art forms.

Amrita Vishwa Vidyapeetham hosted ShaktiCon, a cybersecurity conference for women in the field. Alongside it also organised ShaktiCTF, a cybersecurity ethical hacking contest for women.

The Priyamvada Birla Institute of Nursing, Kolkata held a convocation ceremony for its students. Dr Sujishnu Mukhopadhyay, OSD, Planning, Development, Academics and Examination Affairs, West Bengal University of Health Sciences, and Pradip Tondon, CEO, Belle Vue Clinic, spoke at the event.

CMR Institute of Technology celebrated National Technology Day by hosting Techno-Meet for Society 2024, showcasing over 100 innovative projects from students and faculty members.

IIT-Roorkee celebrated National Technology Day with a series of activities and a Student Tech Fair that showcased projects crafted by school students.

Bharatiya Vidya Bhavan’s S.P. Jain Institute of Management and Research (SPJIMR) unveiled the Wise Innovation Studio for Emerging Technologies (WISE Tech) which will bring together a diverse group of innovators to develop and responsibly deploy new technology-based solutions to create a net positive impact on our society and planet.

ILM University, Gurugram, concluded its International Conference on Innovations in Smart Libraries: Redefining the Future of Information Management, in association with the Gurugram and Haryana Library Association. Topics covered included understanding use of technology to enhance library services and harnessing potential of e-learning to empower library users and more.

The School of Design and Innovation (SDI) at RV University held a student-led exhibition Design for Justice. Showcasing the work of B.Des and M.Des students, it highlighted design’s power as a force for positive change.

IIM-Sambalpur and NSE Academy held a round table discussion on Navigating Disruption: Future Ready FinTech Leaders for an Era of Technological Innovation.

Krrish, a Class 11 student from Canadian International School (CIS), Bengaluru, has launched ‘HydrateHope’, a clean water filter project to help the underserved communities. He has introduced 20 filters across three areas and plants to instal 150 in different areas by the end of 2024.

Manipal Law School, Bengaluru, a constituent institute of MAHE, Bengaluru, organised a symposium on Interface of Emerging Technologies, Intellectual Property Rights and Policy on the occasion of National Technology Day. Honorable Justice Dr. Vineet Kothari, Former Acting Chief Justice of the Gujarat High Court and Senior Advocate of the Supreme Court of India was the Chief Guest.

Hari Shankar Singhania School of Business has appointed Dr. Gregory J Dunn as its new Dean. With a Ph.D. in Business Strategy and Policy from the National University of Singapore Business School, Dr. Dunn has successfully developed and taught in business schools across Central Asia, Saudi Arabia, and Italy.

Pearl Academy hosted Portfolio 2024, an annual event that is also a platform for graduating students to showcase their creativity and innovation. The event featured workshops, fashion shows, student displays, film screenings, and talks. The institute strengthened its partnership with Fashion Design Council of India (FDCI) for short-term certification courses and named MAC Cosmetics as its official make-up partner.

The Design Village (TDV) organised an interactive session on Eco-Architecture for students with Rahul Bhushan, (eco-architect and founder at NORTH) to provide students with insights into the importance of sustainability and how the environment can be incorporated into architecture.

The Health Centre at IIT Kanpur, in collaboration with

the NGO Pranodaya, has been actively conducting a certified CPR Workshop-cum-Demonstration Course to equip students, faculty and other employees with life-saving skills. Participants receive hands-on training and a certificate upon completion.


Lighthouse Learning and University College Dublin (UCD), Ireland, signed a Memorandum of Understanding (MoU) for a five-year partnership to facilitate a comprehensive exchange of knowledge and expertise to benefit students and faculty.

IIM-Kozhikode signed a MoU with Emlyon Business School, Lyon, France, to promote joint educational, cultural collaboration and research.

Infosys Foundation has signed an MoU with Ashoka University to upgrade the university’s Chemical Biology Lab into a world-class facility that will enhance education and research opportunities for undergraduate students.

The Gangwal School of Medical Sciences and Technology (GSMST) at IIT-Kanpur hosted a one-day workshop on Telemedicine and Digital Health. Speakers included Prof. K. Ganapathy, Director of Apollo Telemedicine Networking Foundation and Apollo Tele Health Services, Chennai; Prof. Jaideep Srivastava from the University of Minnesota, the U.S.; and Prof. Saroj Kanta Mishra from Dr. RML Institute of Medical Sciences, Lucknow.

A delegation from the Embassy of Japan and Japan International Cooperation Agency (JICA) visited the National Institute of Food Technology Entrepreneurship and Management, Kundli, to explore the possibilities of collaboration in food processing sector between NIFTEM-K and Japanese universities especially for research and academia.

RMIT University, Australia, commemorated its longstanding partnership with Kings Cornerstone International College during a celebration. The Australian delegation engaged with prospective students who are scheduled to transfer to the Melbourne campus in July 2024.

Galgotias University has signed an MoU with Ecole Intuit Lab France for a four-year Bachelor of Vocational (B.Voc) programme in Media and Entertainment designed to meet the growing demands of the industry, with an emphasis on On-the-Job Training (OJT) each semester.

Medhavi Skills University (MSU) has launched a Media and Entertainment School at MSU’s Sikkim campus in collaboration with industry partners, Windmill Lane Recording Studios (WLRS), and NHQ Studios and B4M Entertainments. UGC-recognised courses in music and audiography will be introduced in the school.

Techno India Group has partnered with e1133, a UK-based educational company, to skill over 10,000 students in navigating the future job market dominated by digital and AI technologies.

The National Skill Development Corporation (NSDC) and IIT-Guwahati, launched the Daksh Gurukul Skill Academy to provide credit linked programmes in new-age skills to the youth.

Amity University, Uttar Pradesh, has partnered with ServiceNow to train students in digital skills and improve job prospects. The programme will benefit 200 students every year and is part of a global skilling initiative called Rise Up with ServiceNow.

The Center for Research in Schemes and Policy (CRISP) and Amrita Vishwa Vidyapeetham have partnered to promote the upcoming M.Sc. Social Data Science and Policy, offered by the Amrita School of Social and Behavioural Sciences (SSBS) at the Amrita Hospital and University Campus in Faridabad, Haryana.

Zell Education and Uniqus Consultech have partnered to offer courses in ESG to develop skills in topics such as ESG standards and frameworks adopted globally, climate risk, and greenhouse gas accounting in India and West Asia.


Researchers from the Centre of Excellence in Disaster Mitigation and Management (CoEDMM) at IIT-Roorkee unveiled a novel framework to strengthen early warning systems for landslides triggered by rainfall in the Himalayas. Sudhanshu Dixit, Prof. S. Srikrishnan, Prof. Piyush Srivastava, and Prof. Sumit Sen from IIT-Roorkee collaborated with Prof. Yunus Ali Pulpadan from IISER-Mohali and Dr. Tapas Ranjan Martha from the National Remote Sensing Centre (NRSC), Indian Space Research Organisation (ISRO) for this endeavour.

A global education network rich with opportunities

Dubai, United Arab Emirates: The three Brighton Colleges in the UAE continue to celebrate their rich and authentic connections with Brighton College in the UK bringing numerous benefits to pupils, staff and parents. These connections encompass various aspects from sharing the same ethos and values ​​and curriculum, to regular quality assurance visits, professional development opportunities, university support and guidance, portability between the colleges, an illustrious alumni network, inter-college competitions and parent engagement.

Annual College Peer Review

Most recently Brighton College UK and the three Brighton College UAE schools established an annual peer school review to further enhance the already strong partnership and governance that exists between the three schools. The annual review brought together school leaders and experts from Brighton College UK, Brighton College UAE as well as Bloom Education; with the one aim to continue to drive the delivery of an outstanding education integrated with the Brighton College values ​​and ways of working.

Future Careers and University Guidance

Brighton College offers a university support and guidance program for all pupils, ensuring that they graduate to leading universities across the world. The UAE schools recently welcomed a visit from Richard Worrollo, Director of Global Futures at Brighton College International, who gave a talk on the ‘Current University Landscape’ for those seeking inspiration and insight about the world of universities.

In addition, Brighton College Dubai school launched an Oxbridge Group to help prepare pupils for the application process, while Sixth Form pupils from the UAE are given the opportunity to experience valuable guidance from the university counselor in the UK during the annual visit to the home school .

Professional Alumni Network

The Brighton College Connect Alumni Network plays a vital role in nurturing a strong sense of community amongst its past and current pupils, providing graduates with invaluable access to a vast network of connections worldwide. Comprising Old Brightonians, the network offers assistance to graduates in various areas such as with internship opportunities, interview practice, career guidance and mentorship. By utilizing the trusted environment of Brighton College, Brighton College Connect empowers Old Brightonians to re-connect with former classmates and expand their professional network.

Inter-college Competitions

To foster healthy competition and academic growth among the pupils, the Brighton Colleges host a range of international competitions including, Young Musician of the Year, Leonardo Creative Competition for budding artists, and a science competition.

Global Parent Community

Brighton College also offers various opportunities for global parent involvement through webinars to keep parents informed and engaged and the Brighton Society, a social network specifically designed for parents to network and be part of a community. Additionally, the Brighton Lecture Series webinar provides a platform for intellectual growth and discussion.

The Brighton Colleges in the UAE remain dedicated to enhancing their already strong ties with Brighton College UK to enrich the educational experience for its pupils and to nurture a vibrant and inclusive community. Through these connections, pupils, staff and parents continue to benefit from a truly global educational network.


For more information and press inquiries please contact:
Plus 1 Communications /[email protected]

About Brighton College Dubai

Brighton College Dubai is a co-educational independent school that offers a distinctively British education to pupils aged from three to 18 years old. As the sister school of Brighton College UK, Brighton College Dubai has strong and tangible links to England’s ‘School of the Decade’, as named in the Sunday Times Parent Power League Table 2020.

Since launching its purpose-built campus in Al Barsha South in 2018 the College has been crowned by Schools Compared Top School Awards as ‘Best New School in the UAE 2018-2024’, while Which School Advisor credits the College for delivering “quite possibly the most outstanding early year’s practice in the UAE”. In addition, the College was recently graded as ‘Very Good’ by the KHDA and achieved ‘Outstanding’ in all areas of a recent British Schools Overseas report and has also celebrated outstanding GCSE and A-Level results. Talk Education describes the College as “One of the most desirable schools in the city”.

Brighton College Dubai is operated by Bloom Education, a Bloom Holding subsidiary, and delivers the highest standard British curriculum in the UAE, as well as inspiring pupils to appreciate and value local heritage and cultural diversity. As well as Brighton College Dubai, Bloom Education operates a Brighton College campus in Al Ain, rated Outstanding by ADEK and another in Abu Dhabi, renowned for its outstanding GCSE and A Level results.

For more information please visit:

About Brighton College Al Ain

In 2016, Brighton College Al Ain achieved the esteemed ‘Outstanding’ rating from ADEK, becoming one of only five schools in the Emirate to do so, and the first in Al Ain. This commitment to excellence persisted, as the school maintained the ‘Outstanding’ rating in 2018 and once more during its most recent inspection in 2023, solidifying its distinction as the sole school in Al Ain to attain this prestigious rating.

Located in Zakher, the purpose-built 28-acre campus features state-of-the-art educational facilities, including a 450-seat auditorium, an IAFF-accredited athletics track, a 25-meter swimming pool, all-weather football pitches, and cutting-edge science and ICT labs. Aligned with the standards upheld by Brighton College UK (voted England’s School of the decade by the Sunday Times) and other Brighton Colleges worldwide, the campus underscores the school’s dedication to providing an exceptional level of education.

With a diverse student body consisting of Emirati and expatriate pupils from around the world, they offer a vibrant and challenging learning environment alongside a distinct British independent school ethos for students aged 3 to 18 years old. Brighton College Al Ain nurtures talents, skills, and character and provides a rich extra-curricular program that complements academic studies.

Operated by Bloom Education, Brighton College Al Ain is consistently ranked as one of the top-performing schools for academic results in the UAE, college pupils secure offers at leading universities around the world pursuing further studies in fields including Medicine, Law, Engineering, Finance , English and the Sciences.

Bloom Education, a Bloom Holding subsidiary, delivers the highest standards of a British curriculum education in the UAE and is committed to inspiring its pupils to appreciate and value local heritage and cultural diversity.

About Brighton College Abu Dhabi

Brighton College Abu Dhabi is rated ‘Very Good’ by ADEK and stands as one of the top British-curriculum schools in the Middle East, catering to pupils aged 3 to 18 years old. Operated by Bloom Education, the school consistently delivers exceptional academic results, offers a wide array of co-curricular activities, provides outstanding pastoral care and fosters a strong sense of community at its core.

Recognized as one of the ‘Top 10’ private schools in the Middle East in the 2024 Spear’s Schools Index in partnership with Thuso, Brighton College Abu Dhabi is part of the renowned Brighton College family of Schools and serves as the sister school to England’s ‘School of the Decade’ (The Sunday Times).

Pupils at Brighton College Abu Dhabi experience a vibrant and demanding learning environment, underpinned by a distinct British independent school ethos that mirrors the values ​​and dynamic culture of Abu Dhabi and the United Arab Emirates.

Situated in a purpose-built campus adjacent to Khalifa Park, the school features state-of-the-art facilities and is staffed by highly experienced and talented academic and support staff, maintaining the exceptional standard of education upheld by other Brighton Colleges worldwide.

Brighton College Abu Dhabi equips its pupils with the skills and knowledge necessary to achieve excellent GCSE and A-Level results, ensuring that its alumni secure placements at leading universities across the globe. The Class of 2023 held over 100 offers from Russell Group Universities and went on to study at universities including Exeter, Manchester, UCL, Leeds, Durham and King’s College London. Beyond the UK pupils attend prestigious institutions including Berkley, Dartmouth, UCLA, Purdue, University of Toronto, University of Geneva and Rome University of the Arts.

The school’s consecutive recognition as the ‘British School of the Year’ by LUXLife Private Education Awards in both 2022 and 2023 underscores its ongoing success.

Bloom Education, a Bloom Holding subsidiary, delivers the highest standards of a British curriculum education in the UAE and is committed to inspiring its pupils to appreciate and value local heritage and cultural diversity.

About Bloom Education

Bloom Education supports the development of future generations through partnerships with world-class international education brands, owns brand schools and nurseries, and the operations of UAE Charter Schools and New Generation Schools.

A pioneer in the Middle East education sector for more than 10 years, Bloom Education has introduced and operated leading American, English and International Baccalaureate curriculum education brands in the UAE market and has provided exceptional educational experiences and opportunities to more than 16,000 students. The partner of choice for international school brand Brighton College, Bloom Education has been entrusted to deliver and sustain the highest international standards locally and has been selected by the Abu Dhabi Department of Education and Knowledge (ADEK) to operate the Abu Dhabi Charter Schools program. Bloom Education has also been chosen by Emirates Schools Establishment (ESE) to operate schools in the Northern Emirates, as part of the ‘Ajyal’ (new ‘generation’) school initiative.

With a keen focus on providing the best educational opportunities to help craft better futures for the youth of the UAE, Bloom Education launched its first ‘own-brand’ premium IB school, Bloom World Academy, in Dubai in August 2022. The school has introduced many firsts in the UAE, such as Learning Achievement Passports (LAP), individual learning pathways and the later start time of 9am, allowing for students’ learning to be in balance with family life. Bloom Education’s opportunity-rich environments allow it to nurture its community of students so they can reach their highest potential – intellectually, physically, socially, and emotionally and their success is reflected in the high quality of their graduates who continue their studies at leading universities around the world, including the Ivy league and Russell Group.

As the population grows and the world becomes more competitive, Bloom Education’s focus continues to be on discovering the world’s best education brands and to provide stellar alternatives to move abroad for a world-class education.
For more information, please visit

Former KIPP St. Louis principal denies attendance fraud

ST. LOUIS — The former principal of a KIPP charter school who was fired in March denies claims she falsified attendance records, which the state uses to calculate school funding.

Jessica Pachak was in her fifth year as principal of KIPP Inspire Academy in north St. Louis with 423 students in grades five through eight. KIPP officials say Pachak marked students “present” after parents confirmed they were absent 225 times during the 2023-24 school year, according to emails obtained by the Post-Dispatch.

“I didn’t do what KIPP was accusing me of. I’m hopeful the truth will also come to light,” Pachak said Friday. “Any child I changed was present at school, and I can prove it.”

The inaccurate attendance records were discovered in late February through an internal audit, according to a statement from Kelly Garrett, executive director of KIPP St. Louis.

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“We are taking this incident as an opportunity to strengthen our internal controls and ensure the accuracy of our attendance reporting systems across the region,” Garrett said.

Pachak said she believes her firing may be connected to KIPP leaders not wanting her to run for the Missouri House of Representatives. Soon after he was fired, Pachak filed as a Democrat to fill the vacant seat of former state representative Rasheen Aldridge, who was elected to the St. Louis District. Louis Board of Aldermen in April 2023.

Pachak will face two other contenders in the Aug. 6 primary to represent House District 78, which covers a narrow band of the city from Lafayette Square in the south to St. Louis Place in the north and includes Busch Stadium, Enterprise Center and America’s Center convention hall.

There was “a lot of discussion” at KIPP on whether an employee could run for office, but the board did not have a policy against it, Pachak said. Local board members have included civic and business leaders John Kemper, Donald Danforth, Carolyn Kindle Betz and Maxine Clark, who helped bring KIPP to St. Louis. Louis. Washington University sponsors KIPP, the largest charter system in St. Louis with 2,320 students across one high school, two middle schools and three elementary schools.

Charter schools are publicly funded but operated by appointed boards separately from St. Louis Public Schools.

Pachak said she is a “big proponent of public schools” and would bring greater accountability to public and charter schools as a state legislator with experience as an educator. Pachak, 32, is from St. Louis and has a bachelor’s degree from Cornell University and a master’s degree from Harvard. She now works as program director for Kindness Begins With Me, a local non-profit that serves immigrants and refugees.

Garrett, the KIPP executive director, told school families in March that there was “irrefutable evidence that Principal Pachak had falsified attendance records.”

The actions were “a serious breach of trust and a violation of professional conduct,” Garrett wrote in his letter announcing Pachak’s termination.

KIPP leaders said the attendance inflation was limited to Inspire middle school. The charter school system has since changed its policy so only central office administrators have access to student records, hired more data managers and will perform more audits and spot checks, Garrett said.

The false attendance numbers were corrected before KIPP had to turn the final data into the state at the end of the school year, he said.

A spokesperson for the Missouri Department of Elementary and Secondary Education confirmed that KIPP does not owe the state any funds for overpayments.

The department “will continue to monitor the situation and will consider next steps as necessary, which may include a referral to the state auditor,” said Mallory McGowin.

Stressed about attendance

Average daily attendance is a main factor in the state’s school funding formula. It’s also an ongoing challenge for KIPP, where more than half of students are chronically absent, defined as missing more than 10% of school days. KIPP St. St. Louis’ attendance rate last year was the sixth-lowest out of 561 school districts and charters in Missouri.

Pachak said he did have any incentive to improve attendance, although “it was very clear that others felt very stressed about it, at the district level.”

Just days before Pachak was fired, Garrett and other school leaders were questioned about KIPP’s low attendance rates during the March 5 meeting of the Missouri Board of Education to grant a five-year renewal of the charter.

Improving attendance and academics are “wildly important goals” at KIPP schools, Garrett told the state board.

“The way we’re going to get back to academic success and excellence is having kids in school every day,” he said.

Nearly all the students at KIPP schools are Black and qualify for free or reduced lunch, a measure of poverty. At KIPP Inspire middle school, 19% of students received out-of-school suspensions last year. On state tests, 16% of students tested proficient in English and 24% in math in 2023.

An internal investigation at the school determined any changes to student attendance from “absent” to “present” recorded by Pachak after 10 am were illegal, KIPP’s director of finance Paul Fedchak told state education officials in an email last month. Pachak wrongly added 14,891 student attendance hours between October 2023 and February. 16, when her access to attendance records was revoked, he wrote.

Pachak said the attendance procedures were the same throughout her five years at KIPP Inspire, and the changes were for students who missed the bus or had doctors’ appointments and were brought to school late.

Falsifying school attendance can lead to criminal charges for overpayment of government funds. The founder of a defunct charter school, St. Louis College Prep, was sentenced in 2021 to one year in prison and ordered to reimburse nearly $2.4 million in state funding after pleading guilty to three felony counts of wire fraud.

In the 2016-17 school year, Michael Malone reported about 10,000 extra student attendance hours, according to the US Attorney’s Office. The next year, he reported 13,255 extra hours.

In 2013, the state education department found evidence of attendance fraud in the Ferguson-Florissant School District that the district self-reported. The Missouri auditor confirmed attendance fraud at SLPS’ Patrick Henry elementary school in 2011 after a tip from a school employee.

Defunct St.  Louis charter school founder gets a year in prison, must repay nearly $2.4M

Riverview Gardens' attendance rate improved 3 percent after end-of-year 'clean-up'

Teachers at KIPP High School in St. Louis went on strike Friday April 19, 2024, saying they want a contract that includes job protections.

New ChatGPT eyed for better learning at universities

Haya Ajjan eagerly sat in front of her computer on Monday, joking she was on the edge of her seat, watching OpenAI announce its newest iteration of ChatGPT.

“I thought, right away, this is going to change personalized learning,” said Ajjan, associate dean at Elon University’s Love School of Business in North Carolina.

ChatGPT’s newest version, GPT-4o (the “o” standing for “omni,” meaning “all”), has a more realistic voice and quicker verbal response time, both aiming to sound more human. The version, which should be available to free ChatGPT users in coming weeks—a change also hailed by educators—allows people to interrupt it while it speaks, simulating more emotions with its voice and translating languages ​​in real time. It can also understand instructions in text and images and has improved video capabilities.

The new version adds to the tsunami of interest in generative artificial intelligence since ChatGPT’s launch in Nov. 2022. Over the last two years, some in higher education have shunned AI, while others embraced it, and the majority have cautiously begun tinkering.

Ajjan said he immediately thought the new vocal and video capabilities could allow GPT to serve as a personalized tutor. Personalized learning has been a focus for educators grappling with the looming enrollment cliff and for those pushing for student success.

“That application in education is really profound,” Ajjan said. She gave the example of solving a math problem, where GPT could walk a student through solving the equation.

With its announcement, OpenAI released a video showing that very example.

“The technology would allow us to lift up the learning curve,” Ajjan said, describing the Bloom’s 2 Sigma Problem, which theorizes students that get one-on-one tutoring perform better than those in a standard classroom environment. “That problem would be resolved; this is a game changer.”

Balancing Concerns and Benefits

As with all things at the intersection of AI and education, the latest advances are also welcomed with caution.

“Despite the advancements of GPT-4o, it’s important to remember that GenAI tools should be used to augment, not replace, the traditional learning experience,” said Darren Person, chief digital officer at Cengage Group, an education and technology firm in Boston. “As the educational community experiments with these tools, it is imperative that the safety and privacy of students and faculty are not put at risk.”

While promoting the recent advances for the potential personalized learning and tutor support, Person said tech companies are releasing these models to capture data to improve the technology, so “it’s important to be cautious, as adopting these models too early can pose a significant risk.”

Risks aside, Gašper Beguš, director of the speech and computing lab at the University of California, Berkeley, said the new technology could help supplement learning by delving deeper into specific concepts.

“When you have a book and don’t understand a passage, you have to ask someone,” Beguš said. “With this, if you don’t understand a subsection, [GPT] can answer you. It’s super powerful; the future is in the very personalized curriculum they will be able to offer.”

There’s also the potential for role playing, according to Ajjan. She pointed to mock interviews students could do to prepare for job interviews, or, for example, use GPT to play the role of a buyer to help students prepare in an economics course.

AIs That Listen and Speak

GPT-4o joins a growing number of offerings from tech companies focused on verbal communication. Those include Google’s Gemini Live, announced Tuesday, which lets users have real-time conversations with the chatbot. OpenAI also has earlier forays into voice responses: premium and enterprise models of ChatGPT already offered it, with five types of voices.

Terumi Miyazoe, a senior associate professor at Tokyo University of Science, used a previous form of GPT’s voice-interaction features last fall to create a lesson design. She said it was “comparable to a colleague.”

In a case study she conducted using the voice interaction features with five students, she found the students asked the bot more challenging questions, something they might not have done with their professor.

Ajjan agreed, saying the tool could also questions otherwise asked during office hours supplement.

“What will happen is students will feel more comfortable to ask questions they didn’t want to in class, and dive deeper into the larger subject I’m teaching,” she said.

Beguš said that since the voice of the new ChatGPT sounds more human, the tool could see a bigger uptick in use compared to a system like Apple’s Siri, which he said sounds robotic. That said, he does not believe the talking AIs will serve as replacements for teachers.

“You can ask ChatGPT about anything you want to learn about, but you need the inspiration to learn in the first place,” he said. “I think that’s what we go to humans for. You want people who are inspired by an object of study and have a human conversation.”

He and Ajjan both said it is important to continue evaluating the technology and its potential pitfalls — but to continue experimenting.

“This technology is going to get better with every version, but it’s important to understand the limitations while still experimenting,” Ajjan said. “We can’t shy away from it. Even the faculty who say, ‘I don’t know where to start,’ or ‘This doesn’t impact my field,’—I don’t think that’s a thing anymore. OpenAI opened the entry field by removing the cost associated with it.”

GPT-4o allows all users to access GPT-4. The older GPT-3.5 served as the previous free model. The new version has fewer false facts—otherwise known as hallucinations—and it is quicker and more nuanced. That could encourage more professors to utilize the technology, according to Ethan Mollick, an associate professor at the Wharton School of the University of Pennsylvania and an AI analyst.

“[The] The biggest actual implication of today’s OpenAI announcement is very practical: The top barrier I see when I give talks on using AI is that people don’t pay for AI to start, and they use GPT-3.5 (the free model) and are disappointed, not knowing that the GPT-4 model is 10 times as good,” he said in a LinkedIn post. “Now everyone around the world gets GPT-4 free. This also has huge implications for education and other uses where equity of access to top models has been an ongoing concern.”

IIT Delhi concludes first batch of entrepreneurship course, Venture Studio | Education News

The Entrepreneurship Development Cell (eDC) at the Indian Institute of Technology (IIT), Delhi conducted the first season of Venture Studio, an entrepreneurship course to support IIT Delhi students in their journey to build successful startups from scratch. This has been held in collaboration with several alumni of IIT Delhi.

Drawing from a pool of over 350 registrations, 40 students from diverse academic backgrounds were selected to participate in the first season. “These students were handpicked for their passion, creativity, and drive to make a difference in the entrepreneurial landscape,” the official release stated.

The curriculum of Venture Studio Season-I was designed to cover a wide range of topics critical to entrepreneurship, including ideation, market research, business model development, funding strategies, product development, marketing, and scaling.

Through a combination of lectures, workshops, case studies, and interactive discussions, participants gain invaluable knowledge and practical skills essential for navigating the complex startup ecosystem.

In this eight-week long program, each week, students were engaged in sessions covering different aspects of startup creation and growth, led by entrepreneurs turned mentors.

Festive offers

The Venture Studio program concluded with Pitch Day, where the selected students presented their startup ideas before a panel of alumni, including Vikram Gupta, Founder and Managing Partner of IvyCap Ventures; Ruchira Shukla, Head of South Asia for Venture Capital; Vivek Kumar, Founder at Venture Garage; Ashish Padidar, Partner at Bellwether; and Priyank Garg, Managing Partner of IAN Alpha Fund. The students briefed the panel about what they learned during the course and how they were going to apply it to their planned and already existing startups. Some of the mentors who were part of the course’s teaching faculty also made up the audience on Pitch Day.

There was also a question round followed by each pitch, which helped the panel get a better picture of the students’ ideas about their venture.

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Gulf News Edufair 2024: Embracing lifelong learning for career success

Taher Kapasi emphasized the shifting mindset towards lifelong learning among today’s students. “Today’s students are much more aware and conscious of lifelong learning, which is about adapting and building the right skill set. While many parents still emphasize getting high grades, the availability of information has shifted the focus towards lifelong learning. It’s increasingly becoming embedded in the minds of the next generation.”

Reflecting on the evolution of education, Mustufa Ali shared his insights from both his student and trainer experiences. “From my experience as a student and now as a trainer, universities have significantly changed their approach to lifelong learning. Back in my day, you either attended university in person or studied online. Today, the concept of remote learning has evolved, with pre -recorded videos and platforms like LinkedIn offering courses that students can access anytime. For example, at Phoenix, we not only teach financial curriculum but also offer workshops on using spreadsheets, writing CVs, and other skills that enhance workplace readiness.”

Natasha Parikh highlighted the importance of a holistic approach to education. “Academics are important, but lifelong learning is a mindset that needs to be adopted across families, schools, universities, and organizations. Universities are not just looking for high grades but also at how students apply their academic knowledge practically. With AI and other technologies , it’s crucial to continually upskill. Universities are adapting to this need by fostering environments that encourage experiential learning.”

The panel also delved into practical advice for students aiming to showcase their lifelong learning skills to potential employers.

Taher Kapasi advised on the importance of networking and personal branding. “Networking is crucial. Engage in networking sessions, build your social profile, and participate in practical experiences. It’s about demonstrating curiosity, expanding your knowledge, and building confidence. Personal branding on platforms like LinkedIn can also be powerful. Your online presence should reflect your professional identity consistently.”

When asked about the relevance of the traditional CV, Mustufa Ali noted that while it remains important, demonstrating a willingness to learn new skills is critical. “The CV is still important, but it’s not the only factor. Showing a willingness to learn new skills is critical. Involvement in diverse projects can demonstrate your skill set effectively. It’s about showcasing a learning mindset and adaptability to change.”

Natasha Parikh addressed the pressures students face from parents who may not fully understand the importance of developing soft skills. “Yes, there is pressure from parents and society. It’s crucial to balance academics with extracurricular activities that build soft skills. Lifelong learning is not about learning everything but focusing on quality over quantity. Participation in clubs and projects demonstrates the application of academic knowledge. “