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EduNext Technologies

Edunext Technologies Pvt. Ltd. is a technology company catering to educational institutions. The company is founded by the people with proven experience and in-depth understanding of education enterprise with expertise in technology. Their mission is to help educational institutions in exploiting technology for efficient education delivery and make the journey of studying and teaching a pleasant experience. The company firmly believes in the quote by Leonardo Da Vinci “Simplicity is the ultimate sophistication” and all of their solutions are designed keeping this in mind. Their solutions have been instrumental in taking the technological initiatives in the school and also cater to needs of the student during the pandemic and also regularly.

CBSE

The Central Board of Secondary Education (CBSE) is a national level board of education in India for public and private schools, controlled and managed by the Government of India. Established in 1929 by a resolution of the government, the Board was indeed a bold experiment towards inter-state integration and cooperation in the sphere of secondary education. There are approximately 26,054 schools in India and 240 schools in 28 foreign countries affiliated to the CBSE. All schools affiliated to CBSE follow the NCERT curriculum especially from class 9 to 12.
Link: https://www.cbse.gov.in

CBSE

The Central Board of Secondary Education (CBSE) is a national level board of education in India for public and private schools, controlled and managed by the Government of India. Established in 1929 by a resolution of the government, the Board was indeed a bold experiment towards inter-state integration and cooperation in the sphere of secondary education. There are approximately 26,054 schools in India and 240 schools in 28 foreign countries affiliated to the CBSE. All schools affiliated to CBSE follow the NCERT curriculum especially from class 9 to 12.

Link: https://www.cbse.gov.in
SAAR Publications

SAAR Publications

SAAR believes that while the world has changed dramatically in recent decades, educational methodologies have not. The way we look at, talk about, and think about education in the twenty-first century requires a paradigm shift. Our mission is to provide the most effective, tried-and-true educational tools to help students learn more effectively in every school across the country. We aim to assist and advise the educational community in making the required changes to our teaching-learning process so that our students are better prepared for the future.

Heritageshaala

Heritageshaala® serves as a link between traditional and alternative education. Heritageshaala, following the path of Interdisciplinary Project-Based Learning (iPBL), enabled traditional schools to use out-of-the-box approaches, elevating the learning paradigm. We hold frequent training seminars for students and teachers across India in order to assist them in making the teaching-learning process more efficient.

HERITAGESHAALA
HERITAGESHAALA

Heritageshaala

Heritageshaala® serves as a link between traditional and alternative education. Heritageshaala, following the path of Interdisciplinary Project-Based Learning (iPBL), enabled traditional schools to use out-of-the-box approaches, elevating the learning paradigm. We hold frequent training seminars for students and teachers across India in order to assist them in making the teaching-learning process more efficient.

Cambridge IGCSE

The International General Certificate of Secondary Education (IGCSE) is an English language based examination similar to GCSE and is recognised in the United Kingdom as being equivalent to the GCSE for the purposes of recognising prior attainment. It was developed by University of Cambridge International Examinations. Cambridge Early Years gives learners a solid foundation as they start their educational journey. It is designed to meet the needs of young learners in India, and is based on international best practice from around the world.

The programme builds on these key principles:

  1. Experience

    2. Learning should complement the social and cultural factors (like experiences of home and community) that shape a child’s learning and development.

  2. Active

    3. Children should be involved in their own learning through well-planned experiences that help them develop competence, agency, emotional attachment and self-worth.

  3. Balance

    4. Learning should encourage an appropriate balance of physical, cognitive, language and communications, and social and emotional development.

  4. Play

    5. Learning should be age appropriate, play-based and child centred. It should include both child- and adult-led activities.

  5. Transition

    6. Early years education should help children transition successfully to primary school, moving from informal, play-based learning to teaching that is more formal.