Exploring the Scope of Social and Emotional Learning Through Delhi’s Happiness Curriculum : Lessons for Reorienting Education Policy

Abstract

Discussions around education in India have been cantered on the broader issues of accessibility, quality, and capacity. Interventions and programs in the sphere of education have been focused on similar areas. The current structure of education aims at knowledge acquisition and developing the intelligence quotient of the students, overlooking the crucial component of developing their emotional quotient. This study highlights that the fundamental purpose of education is to empower the next generation to cope with the challenges of their everyday lives. It aims to explore the scope of the same in the education policy. This is done through detailed analysis of the Happiness Curriculum, a unique initiative by the government of Delhi aimed at building sustainable happiness amongst children. The study analyses the content of the Happiness Curriculum to assess its relevance as a social and emotional learning intervention. Through primary research, the implementation and impact of the Happiness Curriculum is studied. The findings from the primary research help us arrive at the final recommendations for reorienting the education policy to include the component of social and emotional learning.