WE ASC: World Education Culture Congress

Posted by vijay.sharma | Posted in Clients | Posted on 13-12-2011


“World Education – Arts, Sciences and “Education Culture”
12th – 15th January 2011, New Delhi, India

Conference Theme:

Evolving “Education Culture” in Facilitating Holistic Individuals and Societies

Organised by Shruti Foundation

In collaboration with

UNESCO, ICCR, British Council,

Convener: Lady Shruti Rana

About the WE-ASC Congress

The World Education Culture Congress, WE-ASC 2011 adopts a two-pronged approach:

  1. To influence the evolving culture of education and educational pedagogy, with the objective of deep systemic change.
  2. To examine representation and application of cultural/traditional knowledge and their dissemination in education systems with a view to developing practical solutions and formats for training, application, sustainable development and human empowerment

The current system of education, adopted under colonial rule in the 19th century, has served to separate the mind from its local environmental and cultural roots. This has encouraged the formation of a “top down”, structured society, directly opposed to child-based organic human development. Through this excessive control creativity and the growth of innovation and improvement have been stifled. Thus the educational has been distorted. Delegates from over 40 countries convened in Delhi at the ground‐breaking WE‐ASC World Education Culture Congress, from 12th to 15th January, 2011. This four‐day meet will explore the Relevance of Integral Systems in Formal “Education Culture”, with a special focus on Soft Skills and traditional knowledge systems, and their role in human development and socio‐ economic empowerment. Initiated in Delhi, the WE‐ASC movement promoted ‘mainstream’ development of holistic teaching methods. It is with this objective in mind that Shruti Rana initiated this movement for cross-cultural debate, consensus and dynamic action on the evolving “education culture and “culture in education”, by revisiting traditional and modern ways of pedagogy, curriculum development, skills training as well as evaluation and accreditation paradigms.

Write a comment