Governor houses in non-BJP states are now centres for hatching conspiracies: AAP

New Delhi, Sept 11: Trade, economy, defence, and cultural cooperation were the main topics of discussion between Prime Minister Narendra Modi and Saudi Arabia's Crown Prince Mohammed bin Salman Al Saud during the latter's State visit today.

During the high-profile meeting today at Delhi's Hyderabad House, the two leaders co-chaired the first leaders' meeting of the Strategic Partnership Council, a bilateral agreement between India and Saudi Arabia signed by the two nations in Riyadh in 2019.

"For India, Saudi Arabia counts as one of its closest and biggest strategic partners," PM Modi said. "India-Saudi Arabia partnership crucial for stability, welfare of region and world."

"We are adding a new dimension to our ties in tune with changing times. We have identified several initiatives to take our close partnership to the next level," he added.

The leaders assessed the progress of the two ministerial committees of the Strategic Partnership Council, namely the Political, Security, Social and Cultural Cooperation Committee and the Economy and Investments Cooperation Committee. They also discussed all aspects of bilateral relations, including political, security, defence, trade, economy, culture, and people-to-people ties. Additionally, they discussed regional and international issues of mutual interest.

Prince Salman's 2nd State Visit

The Saudi Arabian Crown Prince was accorded a ceremonial reception at Rashtrapati Bhavan at 10 am, ahead of his meeting with PM Modi at 11 am.

"I am very glad to be here in India. I want to congratulate India for the G20 Summit," the Crown Prince said. 

After concluding his engagements with PM Modi and other dignitaries, Prince Salman will meet President Droupadi Murmu at Rashtrapati Bhavan at 6:30 PM before departing from New Delhi at 8:30 PM.

This is Prince Salman's second State visit to India.

During the two-day G20 Summit in New Delhi, Saudi Arabia was one of the signatories to the ambitious India-Middle East-Europe Economic Corridor.

The initiative, seen by many as a potential alternative to China's Belt and Road Initiative, was jointly announced by PM Modi and the leaders of the United States, Saudi Arabia, the United Arab Emirates, France, Germany, Italy, and the European Union on the sidelines of the G20 summit.

"Yesterday, we took a decision to start a historic economic corridor between India, West Asia and Europe. This corridor will not only connect two countries but also help in providing economic growth, and digital connectivity between Asia, West Asia and Europe," PM Modi said. 

Once completed, the project can serve as a modern-day Silk Road that functioned as the central trade route facilitating economic partnerships, political alliances, and cultural integration across continents. 

Prime Minister Modi also cited Saudi Arabia's 'Vision 2030' initiative, an all-encompassing nationwide reform programme launched in 2016 for the economic, cultural and architectural development of the Middle Eastern country.

"Under your leadership and Vision 2030, Saudi Arabia has seen tremendous economic growth and I congratulate you for that," PM Modi said. 

India-Saudi Arabia Ties

India and Saudi Arabia have a long history of cordial and cooperative relations, with extensive people-to-people ties. According to government data, bilateral trade between the two countries reached an all-time high of USD 52.75 billion in fiscal year 2022-23.

PM Modi during his 2019 visit to Riyadh had said that India and Saudi Arabia have a Joint Committee on Defence Cooperation (JCDC) that meets regularly and that the two countries have identified a number of areas of mutual interest and cooperation in the field of defence and security.

The two economic powerhouses are also major trading partners. India is Saudi Arabia's second-largest trading partner, while Saudi Arabia is India's fourth-largest. The two countries have a strong partnership in the energy sector, with India importing a significant amount of oil from Saudi Arabia.

The true essence of educational process is that it continues with sustained progress and ends up with holistic development. In the pursuit of students’ progress, we often evaluate their performance with emphasis on improved test and exam results. However, in reality, the educational journey that students embark ultimately demands their comprehensive development, of which performance in exams is just one aspect. If one fails to recognise the other aspects of this process, students may in the long-run appear to be ill-equipped to solve their own problems. The proper utilization of their inbuilt soft skills may not always be possible to them. Therefore, focussing on the overall development of students becomes essential. This involves nurturing students, by cementing their growing age at the school premises, to emerge with abundant energy and enthusiasm to face the world. Students' comprehensive development can be of three dimensions: academic, moral, and social.

1) Academic Development

By academic development we mean (a) knowledge-enhancement (b) excellence and (c) knowledge-application.

(a) Knowledge: With the gradual advancement of the classes, students must expand their knowledge base. Students should not be seen as vessels for storing information; instead, they should embody the true essence of education. Else, there remain no distinction between a machine and a human being. The topics taught in any subject are brimming with information. When a teacher succeeds in transforming this information into understanding through effective teaching methods, it becomes knowledge that retains in students' memories for longer periods. Therefore, classroom lectures should not be restricted to the mere transmission of information; rather, they should be imbued with the art of transforming information into knowledge. As a result, students will grasp the essence of conceptual understanding, cultivate a culture of healthy argument and develop critical thinking skills.

(b) Excellence: The knowledge acquired through gradual process exerts a vigorous impact and enables students to excel in whatever they do. Therefore, focusing solely on scoring marks can impede their pursuit of excellence. This needs to be taught and should be considered as a parameter to gauge students' performance. From maintaining a decent physical appearance to excelling in both academic and non-academic activities, all aspects need to be in view to make excellence a synonymous with their persona.

(c) Application: The pragmatic approach towards acquired knowledge is pivotal when considering its beneficial aspects. Often, this aspect remains veiled from students, as at times they encounter difficulties in applying the knowledge they have acquired over the years. The knowledge-application aspect serves to identify the authenticity of education and paves the way for improvisation of teaching and learning methodologies. Knowledge acquired with excellence must be synchronized with its practical application. This enables students to know various answers to the question: What can students actually do with the knowledge they gain in every class?

2) Moral Development

The process of moral development for students is like teaching them how the wings of birds enable them to fly and soar high in the skies. The flip side of excellent performance is high moral standards. This implies that students have two sides: one sports their academic performance, and the other reflects their high moral standards. The moral development also has three prong prerequisites: 

(a) Self-awareness: The process of moral development begins with self-awareness. When students know who they are, the rest follows in accordance with their understanding. It sets them on untiring and exemplary journey towards excellence. By self-awareness we mean enabling students recognize their strengths and weaknesses and empowering them with the ability to enhance their strengths and overcome their weaknesses.

(b) Righteous deeds: It can serve as a parameter of one's moral character. The extension of being in good conduct involves performing good deeds. It's about benefiting others, lending a helping hand, speaking the truth, and even a simple smiling gesture….all have the power to exert a positive impact on others.

(c) Duty towards fellow being: It is the natural extension of moral deeds; it involves recognizing one’s obligation to others. The pinnacle of morality is when the people in one's vicinity benefit from either words or deeds. Morality can be summarized as 'loving for others what one loves for oneself. These shades of morality can be summarized as spirituality with the aid of which a person finds proximity with the God.

3) Social Development

Socializing students means synchronizing them with their surroundings. Every aspect, whether related to themselves, their homes, or society, has enormous potential for their educational and moral development. Socially aware students always fall under our jurisdiction. This jurisdiction doesn't rely solely on the four walls of an institution; rather, the entire city where students live becomes a kind of virtual school. Students perceive their surroundings in the way we guide them. When they leave their homes, they view every nook and corner and the surroundings through our perspectives. The influence of the school extends far beyond its physical walls, and the teaching and training process begins the moment students leave their homes.

This socialization requires a mentality of owning everything. Every person is connected to them. From the executives living in high-rise buildings to the individuals residing in small localities, to the beggars who extend their hands to earn a livelihood, all are interconnected with them in one way or another. This owning mentality helps students adopt realistic perspective. The high-rise executives can inspire them to dream big, while the beggars can motivate them to step forward and address this social evil. Their vision will be inclusive of a mission of serving people, and their earnings will be dedicated to the well-being of others through selfless service. This way, the dearth of highly qualified and educated individuals in small villages can be mitigated. This approach can encourage students to consider constructing their societies and actively contribute to the progress of the country in all spheres.

This idea of students’ development can help us make our teaching and learning system more efficient and foster a competitive spirit among both students and teachers alike.

The author is the Director of AJ Academy for Research and Development, Raichur. [email protected] 

A powerful earthquake in Morocco has killed more than 1,000 people and injured hundreds more, the country's deadliest tremor in more than six decades, toppling houses in remote mountain villages where rescuers dug through rubble for survivors.

The Moroccan government says death toll in earthquake near Marrakech has reached 1,037, with more than 1,200 injured.

The magnitude 7.2 quake struck in Morocco's High Atlas mountains late on Friday night. Most of the fatalities are in mountainous areas outside Marrakech, the nearest city to the epicentre, its updated toll showed.

Residents of Marrakech, the nearest big city to the epicentre, said some buildings had collapsed in the old city, a UNESCO World Heritage site, and local television showed pictures of a fallen mosque minaret with rubble lying on smashed cars.

The Interior Ministry, in its televised statement on the death toll, urged calm and said the quake had hit the provinces of Al Haouz, Ouarzazate, Marrakech, Azilal, Chichaoua and Taroudant.

Montasir Itri, a resident of the mountain village of Asni near the epicentre, said most houses there were damaged. "Our neighbours are under the rubble and people are working hard to rescue them using available means in the village," he said.

Further west, near Taroudant, teacher Hamid Afkar said he had fled his home and there had been aftershocks following the initial quake.

"The earth shook for about 20 seconds. Doors opened and shut by themselves as I rushed downstairs from the second floor," he said.

Morocco's geophysical centre said the quake struck in the Ighil area of the High Atlas with a magnitude of 7.2. The US Geological Survey put the quake's magnitude at 6.8 and said it was at a relatively shallow depth of 18.5km.

Ighil, a mountainous area with small farming villages, is about 70km southwest of Marrakech. The quake struck just after 11pm (3am UAE time).

The earthquake is Morocco's deadliest since a 2004 tremor near Al Hoceima in the northern Rif mountains which killed over 600 people.

World leaders react

Leaders worldwide have expressed their condolences and offered to help in the aftermath of the devastating earthquake in Morocco, which claimed the lives of at least 600 people. The 6.8-magnitude quake struck a mountainous area 72 kilometres southwest of tourist hotspot Marrakesh at 11:11 pm Friday, the US Geological Survey reported.

European leaders offered condolences, as did Russian President Vladimir Putin and Arab countries, including Saudi Arabia, the UAE, and Egypt, along with the Organisation of Islamic Cooperation. French President Emmanuel Macron said he was “devastated" by the earthquake in Morocco. “We are all devastated after the terrible earthquake in Morocco," Macron said on X, formerly known as Twitter, while onboard a flight to the G20 summit in India. “France stands ready to help with first aid."

Benjamin Netanyahu, the prime minister of Israel which established diplomatic ties with Morocco in 2020, ordered “any necessary assistance." Spanish Prime Minister Pedro Sanchez offered solidarity and support to the people of Morocco in the wake of this terrible earthquake. “Spain is with the victims of this tragedy and its families," he wrote on X.