30 Delhi government school principals and civil servants to undergo ‘leadership training’ at Cambridge University

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About 30 head teachers and education department officials from the Delhi government will begin their leadership training at Cambridge University from October 10, according to an official statement. The training will be conducted at the initiative of the Delhi government for eight days with 30 head teachers and education department officials from the Delhi government, a 14th such group.

During their visit to Cambridge, the directors and managers will also visit three schools Fulbridge Academy, Witchford Village College and Chesterton Community College to understand the implementation of policies on the ground, the statement said. During the training, school principals will have the opportunity to meet education experts. They will also meet with directors and teachers from three local education institutes to understand how they are effectively implementing the country’s education policies on the ground, the statement said.

The main objective of this training is to provide comprehensive exposure to school principals on the use of digital technology in classrooms, the statement said. He said the training includes the development of leadership skills, the skills required to manage high-performing teams, and innovative pedagogy used by teachers for holistic student development.

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Principals and teachers of Delhi’s public schools are driving the education revolution in Delhi. Their hard work and efforts have made government schools the preferred choice of children and parents in Delhi, Deputy Chief Minister Manish Sisodia said. He said directors should come to Cambridge with an open mind and absorb the best practices there.

He said a new research component was added this year to broaden the horizon of leadership training. The University of Cambridge is known for developing the most unique assessment practices, and our Principals will be exposed to and learn from this during their visit. “This will help us develop student-centered assessment practices that will reduce the stress in students’ lives,” Sisodia said.

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