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The Congress will deliberate on evolving the “culture of education” for  self-awareness and empowerment as the core. It will  focus on:

  • Self: Self seeks to access qualities that constitute a person's uniqueness or essential being: The Congress will focus on Identity, Planes and Parts of Mind-Body, Attitude and Behaviour, Learning and Cognition, Psychology, Personal Strengths and Skills, Personality, Approaches to Work and Fulfilment

  • Mentoring and Teacher Training: Mentorship is a personal developmental relationship in which a more experienced or more knowledgeable person helps to guide a less experienced or less knowledgeable person. It is a process for the informal transmission of knowledge, social capital, and the psychosocial support perceived by the recipient, student or mentee, as relevant to work, career, or professional development. E-mentoring is a means of providing a guided mentoring relationship using online software, email, social networks and other web-based solutions.

  • The WE-ASC World Education Culture Congress 2012 will deliberate on the congress theme and will review the recommendations of the WE ASC Congress 2011 with respect to emerging narratives and trends in education culture. It will adopt a two-pronged approach.

  • To examine representation and application of cultural contexts, natural knowledge and new experiments and their dissemination in educational systems with a view to developing practical solutions and formats for self development, leadership, sustainable progress and human empowerment.

  • To influence the evolving culture of education and pedagogy, for deep systemic change and integrality in educational objective, process and result.  

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


  •  To examine, evaluate and influence the evolving culture of education and education design by refocusing and reengineering educational pedagogy as well as educational and cultural policy, with the ultimate objective of deep systemic change.

  • To revisit representation, application and infusion of cultural knowledge and cultural dissemination systems in modern education, and indeed their symbiotic relations in the development of practical solutions for training and application, sustainable development as well as individual and collective human empowerment.

  • Delegates from about 40 countries convened in Delhi at the ground‐breaking WE‐ASC World Education Culture Congress, This four‐day meet explored 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, integral wellness 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 Lady 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.

  • Congress resolutions centered on holistic pedagogies, educational and cultural rights, ethics, course and curriculum development, education policy, evaluation and accreditation, educational exclusion and Skills development with the inclusion of Cultural and Traditional Knowledge Systems in a local-global context.

  • These directives have witnessed a gratifying response and vigorous follow‐up with educational, cultural and research institutions, policy‐making and government bodies.


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