Education

🥦Spain is leading the way on healthy sustainable school food 🇪🇸 In 2022 Spain updated its dietary guidelines to be more in line with the latest science on healthy sustainable diets (EAT-Lancet Planetary Health Diet). Now they are pioneering implementation -- having just passed a new royal decree on school food that brings what is served in line with NDG recommendations. The aim of this decree is for all children, regardless of family income level, to have access to healthy, nutritious meals at school. 🌟Highlights 🥩Meat to be served maximum three times a week. Red meat maximum once a week, processed meats maximum twice a month 🍇Focus on local, seasonal food -- 45% fruit and veg served must be in season 🫘Ramping up legumes -- to be served 1-2 times a week minimum in a variety of ways including as primary protein source in a main, or as part of a starter or side dish. Only 14% of schools currently serve legumes once a week 🚫Limits on processed foods -- pre-prepared options like pizzas, empanadillas, and croquetas can only be served once a month, and sugar-sweetened beverages, energy drinks and processed snacks will be banned from vending machines and school cafes 🍆Fully plant-based menus available for children who want them ⏰The new decree comes into effect next term, in all 17.000 Spanish schools (primary and secondary, public and private) This is an amazing step forwards, and I'm excited to see healthy sustainable food in Spanish school canteens. To ensure the policy vision becomes a reality on the 'school floor', compliance monitoring and enforcement will be key, as well as securing catering suppliers who are able to rapidly meet these new needs. Photo credit: Manu Garcia, La voz del sur. #foodpolicy #schoolfood #healthydiets #sustainablediets #publichealth #spain

Leaders think that global #diversity, #equity, and #inclusion work means imposing the same one-size-fits-all programs onto everyone and calling that progress. This couldn't be more wrong. Global work done right means ensuring the same HIGH STANDARDS for everyone, achieved by uniquely understanding the contexts different audiences operate in. Your workers in Mumbai should feel just as much a sense of fairness at work as your workers in Stockholm, Austin, and Lisbon do, even though their contexts couldn't be more different. Your workers in Perth should feel the same high level of respect at work as your workers in Istanbul, Osaka, and São Paulo do, even though their contexts couldn't be more different. How can any global organization achieve this? The answer is certainly not what most do at present, where "global DEI work" most often takes the form of a single centrally-produced event or program, often recorded in the US or occasionally the UK or EU, that later gets shared with other regions after the fact with subtitles in the corresponding language (if that). As if a US-based speaker talking about US issues could remove the unique barriers to equity and inclusion in a Latin American context, or offer guidance that meshes with East Asian workplace norms. Global organizations that do DEI work right set their goals from the top, then push decision making down into each region to solve their unique challenges in their unique contexts. The barriers to fairness in Mumbai are not the same barriers to fairness in Stockholm, Austin, and Lisbon. The barriers to respect in Perth are not the same barriers to respect in Istanbul, Osaka, and São Paulo. To remove those barriers and achieve high standards of thriving, success, and wellbeing, global companies MUST place the power and autonomy into leaders with expertise and skill creating change in their respective contexts, and embolden them to solve problems — even if their solutions may not appear to make sense at first glance to an outsider. The role of global leaders is not to prescribe solutions, but to articulate shared goals, craft a shared narrative for their importance to the business, and coordinate regional leadership to ensure that even as solutions might diverge, the focus on achieving high standards, and doing so according to the organization's values, does not waver. As it turns out, the most critical talent when it comes to global DEI work is NOT a brilliant global leader who understands a little bit about DEI work in every region, but instead many, many brilliant local leaders who understand everything there is to know about DEI work in their specific context. With the proper resourcing and support, it's these local leaders who will solve problems and reimagine workplaces in ways global executives could never imagine. The odds that your global organization has recognized this are low, and that needs to change.

Thinking of applying for a PhD in 6–12 months?  Here are steps to get your application in the best shape possible. --- 1. Write down your why. The raw, honest reason you want this. When you're questioning everything months from now, that reason will pull you through. --- 2. List your actual strengths. Not what you think they want to hear.   What you're genuinely good at.  Your research area should be built on your superpowers. --- 3. Close any skill gaps. If your research needs coding, advanced statistics, fieldwork methods (and you lack them) start taking courses now. Build proof. Add them to your CV with evidence. --- 4. Get your CV to two pages. Every line should follow this pattern:   I did [action]. Here's what happened [result]. "Conducted research" → "Analysed 10,000+ data points to identify consumption patterns that informed local policy recommendations." Make sure your links work.  --- 5. Check entry requirements. Build one master spreadsheet:  Programs. Supervisors. Scholarships. Requirements. Deadlines.    --- 6. Identify your referees now.   2–3 people who know your work, have official emails, and won't write generic letters. At least one should have supervised you directly. --- 7. Stalk your potential supervisors. Professionally. Read their most recent papers. Understand where their research is heading. You're looking for someone whose work makes you think, "I could actually contribute here."  --- 8. Draft a 1-page motivation statement. This is who I am. This is what shaped me. This is why I won't quit. This is what I've achieved. This is how I think. This is why I'm ready. ---  9. Draft a 2-3 page concept note. Answer the following questions clearly: What's the problem?   Why now?   What have others tried?   What's your angle?   What will change because of your research?   Why this research group?  --- 10. Reach out to supervisors. Short email. Professional but human. Attach your CV, transcripts, motivation statement, and concept note. Be specific about why their work matters to you and how you fit.  --- 11. Write your research proposal  Structure it clearly using this guide: This is the problem. This is the gap.  This is my exact question.  This is how I'll do this.  This is who it helps and why it matters.  This is my timeline and why it's feasible. Get honest feedback from colleagues. --- 12. Assemble your application pack early. Final proposal.   Transcripts.   Test scores.   Portfolio links tested.   References.     --- 13. Submit at least 72 hours before the deadline. University portals crash. Internet fails. Files corrupt. You did not work for months to lose everything at 11:59 PM.  --- 14. Say thank you.  To supervisors, referees, and anyone who helped. Your reputation matters. --- If you're applying soon, I'm genuinely rooting for you. PS: What would you add? (🔁) REPOST. Someone in your network needs this. #LearnWithSofiat

“Will you require sponsorship?" —> You don’t have to always say “yes” to this job application question if you’re an international student! If you’re an international student, you’ve seen this question before, causing anxiety and stress in an already stressful process. (Context for others: International students fear that saying “yes” to this question will automatically eliminate them from the job applicant pool, which sucks.) If you’re an international student: you don’t have to automatically say “yes” to this question. ✅ You can say “no” in the following situation, - You will be on OPT which gives you an EAD card granting work authorization for 12-36 months (side note: you can also be self-employed on an OPT!), or - You will be working on STEM OPT which gives you an EAD card for 24 months and does not require employer sponsorship, AND - Most importantly, you’re ok with your employer not filing your H-1B in the future. You DO need employer sponsorship when filing an H-1B (or most other work visas). However, if you’re only planning to work at the company short-term and are willing to take the chance that they may not file your H-1B in the future, you don’t have to say “yes” to that question. Here’s why. Immigration Attorney Allison Kranz of Lodestone Legal, Immigration Law Firm says, "Employers are not permitted to reject an EAD. Federal law prohibits companies from committing unfair documentary practices, or discriminating when they verify someone’s work authorization documents (generally, in the Form I-9 and E-Verify processes for new hires). If an employer refuses a student's EAD card as proof of their ability to work in the U.S., this may be an act of discrimination and violation of the law.” So if you get a job offer and show them your EAD the employer must accept it even if it has a future expiration date. Think you've been discriminated against? There's help. Contact the U.S. Department of Justice's Immigrant and Employee Rights Section https://lnkd.in/gwXqGbaV 1-800-255-7688 Conclusion: If you have OPT/STEM OPT and work authorization through an EAD card, and you’re okay with your employer not filing an H-1B in the future, you can say “no” to the question, “Will you require immigration sponsorship?” …. Please re-share this post so it helps more people! 🙏 Finally, if you’re an immigrant in America, join 17000+ who get my weekly newsletter packed with breaking news & free resources like this: https://lnkd.in/gKtUGU-r :) p.s. This is NOT legal advice. Rather insights shared based on my research. #unshackled #immigration #USA #h1b #visa #india #jobs #layoffs #Career

An article by Krishna Kumar (Director, NCERT) published in The Indian Express. "Teacher is Walking Away" A Matter for Attention: “Teachers Are Leaving Their Jobs – A Bitter Truth” Because teachers are no longer being allowed to "teach" they’ve been turned into multi-purpose employees. Across the country’s schools/educational institutions today, a "silent revolution" is underway Teachers are exhausted, helpless, and disheartened. They are leaving their jobs some quietly, others emotionally withdrawing from their work. And the new generation? They no longer even want to become teachers. Why is this happening? 1. Teachers Trapped in Paperwork Teaching is no longer the priority. The daily routine has become — “Send photos,” “Provide proof,” “Upload reports.” "Provide Records." Their presence in classrooms is diminishing, while their presence in front of screens is increasing. 2. Excessive Emphasis on Technology Digital tools, apps, and smart boards are being forced upon every subject, every age group, every level. Teaching has turned into a mechanical process with hardly any human connection left. 3. Teachers Turned into Event Managers Every day now demands the celebration of some occasion Yoga Day, Mother Language Day, Environment Day... Instead of improving the quality of education, the new metric of performance has become How many events were organised? Both principals and teachers are trapped in this endless “show.” 4. The Plight of Rural Teachers Two or three teachers are responsible for hundreds of children. Apart from teaching, they must handle mid-day meals, scholarships, uniforms, bicycles, and endless government reporting. Education has taken a back seat *data collection* has become their main duty. 5. Mental Stress and Loss of Self-Respect Constant monitoring and the demand for “proof” have eroded trust. Dealing with students’ stress, and coping with parents’ unrealistic expectations these are emotionally draining teachers. 6. The Core Purpose of Education Is Lost Teachers face immense pressure to complete the syllabus. The number of subjects keeps rising. Schools/Institutions are no longer places for character building. Education today has turned into a “performance project.” The relationship between teacher and student once the soul of learning is now lost amid numbers and deadlines. Students now see teachers as service providers, not as guides or respected figures. Time to Attention The focus of education must be the student and the teacher not reports and statistics. If teachers are denied freedom, respect, and trust, then the education of the next generation will become lifeless. We must learn to trust our teachers again. Because if the teacher disappears the school/institution will remain, but education will not.

Think beyond computer science engineering: IIT panel https://shorturl.at/Ez9DE Students and their parents should get rid of the herd mentality of choosing computer science engineering courses over other streams. 👉 V Kamakoti, director of IIT Madras: Toppers should be encouraged to opt for disciplines other than computer sciences since the country needs bright minds in other disciplines too. 👉 KN Satyanarayana, director, IIT Tirupati: The country needs more engineers in the core fields at present. 👉 Shreepad Karmalkar, director, IIT Bhubaneswar: Many students opt for computer science over core engineering courses due to the parity in pay packages at entry levels. 👉 BS Murty, director, IIT Hyderabad: The youth to put the country first over their personal aspirations. 👉 Venkappayya R Desai, director, IIT Dharwad: Students to use their creativity in making society a better place to live in.  *** A similar statement was made by Shri V Kamakoti, director of IIT Madras, on 15 June 2023. ‘India has problems other than ChatGPT, we need trained manpower in engineering’: IIT Madras director https://shorturl.at/v1MkZ ***** While awareness is growing, it's time for governments and educational institutions to implement a strategic revival of core engineering fields. A Few Key Points: 📌 1. Redefine Engineering Streams Engineering education should be broadly categorized into two major domains: 👉 Circuit Streams: Includes all IT and electronics-related disciplines. 👉 Core Engineering Streams: Encompasses aerospace, mechanical, automotive, civil, and similar branches. Each vertical should operate with its own principal, dean, R&D wing, and dedicated placement cell to cater to the unique needs of the stream. 📌 2. Faculty with Industry Experience Core engineering disciplines are fundamentally different from IT. Therefore, at least 50% of the teaching faculty in core branches should have relevant industry experience, with a strong passion for teaching and mentorship. 📌 3. Syllabus Overhaul A significant gap exists between academic curricula and real-world industry demands. The syllabus must be restructured to align with global and national standards, incorporating practical skills, emerging technologies, and interdisciplinary knowledge. 📌 4. Strengthen R&D and Placement Cells Institutes must allocate a dedicated budget for core engineering R&D and placements. This should support: 👉 Industry-aligned training programs 👉 Skill-building workshops and internships 👉 Student-led in-house projects 👉 Research paper presentations 👉 Regular technical seminars and conferences If India is to build a future-ready engineering workforce, the transformation must begin at the university level. Proactive steps in curriculum design, teaching quality, and industry collaboration are crucial for sustaining long-term growth in core sectors. #aerospace #mechanical #education #coreengineering #nationbuilding #employment

A few months ago, I sat in an interview for a DEI expert role in Kenya. The panel was international, and as we went through the conversation, one thing became clear—they weren’t just looking for someone to drive meaningful change in Kenya; they wanted someone who could fit into a global DEI framework designed elsewhere. I asked, “What does DEI look like for your Kenyan team?” Their response? A list of priorities straight out of a Western playbook—gender balance, LGBTQ+ inclusion, and racial representation. All important, but I couldn’t help but think: Where’s the conversation on tribalism? On economic inequality? On the generational workplace divide that we see every day? It felt like they needed a checklist hire to fit a global narrative, rather than someone to shape DEI in a way that actually mattered for Kenya. The DEI Challenge for Kenyan Organizations in Global Networks Many Kenyan organizations operating within global structures inherit DEI strategies built for Western contexts and now with the pull back from some countries we are left in limbo. Kenya’s challenges are different. Workplace disparities here are often rooted in: ✔️ Tribalism in hiring and promotions – Are we truly inclusive across all regions in Kenya? ✔️ Economic barriers – Are entry-level opportunities accessible to those from underprivileged backgrounds, or are we recycling privilege? ✔️ Generational gaps – Are workplaces fostering inclusion across age groups, especially for younger employees navigating corporate Kenya? Yet, global DEI policies rarely address these realities. If DEI was just a corporate trend to align with global movements, does it disappear when the West loses interest? A More Relevant Approach to DEI in Kenya Instead of treating DEI as a one-size-fits-all global policy, organizations with a presence in Kenya should: ✅ Localize the DEI conversation. Engage employees to define what equity means in a Kenyan context. What are the biggest barriers to inclusion here? ✅ Focus on economic mobility. Offer upskilling programs, mentorship, and fair recruitment practices to ensure opportunities reach a broader talent pool. ✅ Create culturally aware leadership. Train leaders to recognize unconscious biases beyond race and gender—like tribal, language, or educational biases. ✅ Measure what matters. Track progress not just in diversity numbers but in how employees experience inclusion at work. From Policy to Practice DEI isn’t just a corporate buzzword. Done right, it creates workplaces where talent thrives, retention improves, and businesses gain a competitive edge. But for Kenyan organizations operating in global ecosystems, the key is to make DEI relevant—rooted in the realities of our workforce, not just in policies from HQ. I’d love to hear from others—have you seen an approach to DEI in Kenya that truly works? #DEI #Kenya #InclusiveWorkplaces #HR #Leadership

I'm lucky to be surrounded by friends and colleagues who make me think about the less obvious things. One recently asked if I'd seen the latest fallout from Trump's visa restrictions. I hadn't. They told me that American universities were in a panic and that Cornell alone expects to lose 800 international students in the autumn. As we discussed the implications, it became clear that while America's universities struggle with the consequences of isolationist policies, Britain faces an opportunity to become the world's educational destination of choice. Now I may be late to this, but I've not heard one political leader in the UK say that. Why not? The opportunity is clear. Trump's inflammatory rhetoric and recent executive order restricting student visas have sent shockwaves through US campuses. The Chronicle of Higher Education reports emergency meetings at over 200 American institutions facing potential revenue losses of $1.2 billion collectively. International applications to US universities have already dropped 7% since November's election. Britain's academic ecosystem offers global excellence that extends far beyond Oxbridge. Imperial College leads in engineering, Edinburgh in artificial intelligence, UCL in medical research, Manchester in graphene technology, Loughborough in sports, and St Andrews in international relations. This breadth of specialised excellence provides international students options that increasingly nervous American institutions cannot match. To seize this moment, however, Britain must urgently reform counterproductive policies. First, international students must be permanently removed from net migration targets; a change the Russell Group estimates would increase export earnings by £9 billion annually. Second, the graduate visa pathway should be extended from two to five years, matching competitor nations like Canada. Third, visa processing must be streamlined, with application fees reduced to competitive levels. All of three push up against an overly politicised debate around immigration, which is, regrettably, why short termist politicians are yet to step up. We need them to step up. The soft power implications are profound. British Council research shows 81% of international alumni maintain professional connections with the UK, while 77% report increased trust in British institutions. As former UN Secretary-General Ban Ki-moon noted, "Education is the most powerful weapon for changing the world", and by extension, the most effective tool for projecting influence. While American universities cancel recruitment events and scramble to reassure nervous applicants, Britain has a fleeting window to position itself as education's global hub. The question for British policymakers isn't whether we can afford to welcome more international students… it's whether we can afford not to while America surrenders its educational leadership in real time.

Montana, Maine, Alaska, Nevada, and Michigan recently joined the growing number of states with official AI guidance for K12—bringing us to 31 states and 1 U.S. territory. Common priority areas across these new state guidelines include: • Human-Centered Approach - Ensuring AI augments rather than replaces human capabilities, judgment, and decision-making, with educators remaining central to instruction • Data Privacy and Security - Protecting student data and ensuring FERPA, COPPA, and state laws • Ethical Use and Academic Integrity - Establishing clear policies on plagiarism, proper attribution of AI-generated content, and responsible use practices • Professional Development - Encouraging districts to prioritize professional learning for educators on AI tools, pedagogy, and classroom integration strategies • Transparency and Accountability - Communicating clearly with stakeholders about AI use, disclosing when AI is employed, and establishing responsibility for tool selection and outcomes • Equity and Fair Access - Ensuring all students and schools have access to AI technologies, preventing widening of the digital divide • Policy Development and Governance - Creating board-approved guidelines, acceptable use policies, and frameworks for ongoing evaluation and continuous improvement Notably, Maine and Nevada also include AI for Education resources like our Drafting a GenAI Academic Policy and AI in Education 101 for Parents guide. This state-level policy development reflects the need and activity already happening at the district level, with recent research showing that 68% of districts have purchased an AI-related tool. We're also hearing from partners that it serves as a catalyst where state guidance exists—motivating districts and schools to begin their own local AI policy development. For those who want to learn more, we’ve compiled all of the current state level guidance for K12 in a single resource which includes summaries and links for each individual state. There you can also find all of the AI for Education resources shared as part of various state level guidance, including: • Drafting a GenAI Academic Policy at Your School • AI in Education 101 for Parents • Top 5 Questions for GenAI EdTech Providers • An Essential Guide to AI for Educators (free course) • Prompt Framework for Educators: The Five "S" Model • Prompt Library for Educators • How to Use AI Responsibly EVERY Time • AI Adoption Roadmap for Education Institutions Link in the comments!

If you're looking for a process to get the hang of reading legislation, here’s a checklist I use whenever I need to read an Act I’m not familiar with to solve a client's problem: 1️⃣ Is the Act in force? This means checking the commencement date, whether the Act applies retrospectively, and if there are any relevant transitional provisions, Regulations or amending Acts. 2️⃣ Extent and application There’s usually a section that sets out exactly when the Act is meant to apply. 3️⃣ Object of the Act Acts are interpreted in such a way to give effect to its purpose of object. This is usually also clearly stated in the Act, but sometimes we’ll need to refer to the Bill or Reading Speeches to get a better idea. 4️⃣ Shortlist the relevant provisions When scanning the table of contents, we can pick out the provisions that look relevant to our client’s issue. 5️⃣ Reading the provisions broadly Even if a particular section within the Act seems to provide the answer, the meaning of that section could be affected by other provisions. We’ll need to follow every definition and cross-referenced section to make sure that nothing’s missed. When reading these sections, it’s handy to list out any sections, words or phrases that either support or adversely affect our client’s problem. 6️⃣ Case law With our list, we can check if there’s any case law that provides any further guidance on how we would answer our client’s problem. Anything else you look at? ----- Btw, if you’re an Australian lawyer who works with Federal legislation – maybe you’ve found that the Federal Register of Legislation provides a pretty bad user experience. If so, you should check out the Chrome extension (Auxtract) that my colleague Raymond Sun made. It transforms the official Federal Register of Legislation website into an interactive document with clickable clauses and side-by-side definitions. I recommend using giving the free trial a go. #lawyers #legalprofession #legaltech #legislation