印度德里国家主导的教育改革-幸福课程案例研究（英）

STATE-LED EDUCATION REFORM IN DELHI, INDIA1Executive summaryThe Happiness Curriculum is made up of compulsory 45-minute daily lessons with the aim of developingmindfulness, critical thinking, reflection, and social-emotional skills among students in more than 1,000government-run schools in Delhi, India.1 Three units–Exploring Happiness through Learning and Awareness;Experiencing Happiness in Relationships throughFeelings; and Happiness through Active Participation–based on a “triad of happiness” and the philosophy ofcoexistence are taught from nursery to grade 8. Thiscase study outlines the inception, implementation, andimpact of the Happiness Curriculum in the context ofbroader education reforms in Delhi.1 This case study is a companion to “Transforming education for holistic student development: Learning from education system (re)building around the world” (Datnow et al., 2022), a summary report that explores the work of building and rebuilding education systems to support holistic student development in six education systems in Singapore, Ireland, Chile, Canada, India, and the United States and in one cross-national system (the International Baccalaureate). While different in many ways, the seven systems bear remarkable similarities in their efforts to (re)build education systems—each is working in policy contexts pressing for academic quality and equity, while also facing additional incentives to support holistic student development.Responding to the needs of Delhi’s students, as well as to global trends advancing students’ well-being, the Happiness Curriculum was developed in 2018 by the Delhi government in conjunction with quasi-governmental bodies and five partner NGOs. In line with shifting away from purely academic outcomes to more holistic aims, adjacent education reforms by the Delhi government primed the system both culturally and logistically to accept large-scale interventions like the Happiness Curriculum. These were: investment in education infrastructure; the introduction of mentor teacher programs; the devolution of power and finances to school management committees (SMCs); reflective workshops for the Happiness Curriculum team, school staff, and teachers; and the introduction STATE-LED EDUCATION REFORM IN DELHI, INDIAA CASE STUDY OF THE HAPPINESS CURRICULUMDEVI KHANNA AND AMELIA PETERSON CASE STUDY | FEBRUARY 2023DEVI KHANNA is a PhD researcher at the University of Manchester.AMELIA PETERSON is part of the founding faculty at the London Interdisciplinary School.STATE-LED EDUCATION REFORM IN DELHI, INDIA2of other Mindset Curriucula. The implementation of the curriculum was further enabled by the large-scale launch of the intervention and attention to organizing new teacher training processes, including a cascade model, overcoming initial resistance from teachers, and maintaining intensive and recurring training.The key tensions that emerged from the analysis were between remedial academic teaching and the need for well-being int