Delhi State introduced a Happiness Curriculum in schools in the year 2018. This flagship model of Happiness Curriculum has been widely well received, even from other states. In the past year, states like Tamil Nadu, Telangana, Jharkhand, Ladakh have visited Delhi and seen the curriculum working first hand, which has sparked an interest in them for the curriculum. However, Andhra Pradesh is going to be one of the first states to adopt the Happiness Curriculum of Delhi Schools
When the Happiness Curriculum was launched in the schools of Delhi, handbooks were designed for the teachers, with activities and concepts laid out for them as well as stories that could be taught in the classes. The SCERT Andhra Pradesh’s curriculum coordinator, A Satyanarayan has stated that the handbooks that were made for the Delhi Teachers have been translated in Telugu for easier understanding of the objective behind the new programme.
Satyanarayana one of the members from the SCERT Andhra Pradesh said that for building the new programme, they have employed a core team of 35 members. The team includes teachers, District Institute of Education and Training (DIET) lecturers, education advisors as well as state officials who are working together as content creators. He also says that they will be retaining 30% of the curriculum used by Delhi and the rest will be designed according to the requirements of the culture and necessities of the state. As of now, the team has completed 12 weeks worth of teaching material, says Satyanarayana.
Representatives from Andhra Pradesh have visited Delhi twice in the last year for the purpose of consultation for the curriculum. Representatives from Delhi have also visited Andhra Pradesh for the same. A Senior Lecturer from DIET Darya Ganj, Dr Shyam Sundar has stated that they will be organising a workshop for ‘perception building’ for the core team of Andhra Pradesh teachers so as to clarify them on the philosophy of the programme.
He further informed that there are many obstacles that have come about during the implementation of the curriculum. Challenges such as more schools to cater to, as well as a fewer number of teachers, most of whom end up teaching various classes. Another challenge that the team will have to combat is that they will have to create a curriculum that would work in both the urban and rural setting. He also states that they will approach the curriculum level-wise instead of the class-wise division for the curriculum with classes 1 to 8 being divided into three different levels.