One Onion - Many Cuts. Just like an onion can be cut into rings, slices, cubes, or strips, learning can be designed in different ways to suit the needs of all learners. This is more scientific because one size cannot be suitable for all i.e., learning through individualized process and it gives recognition of individuality among the learners. Individualized instructional strategies have emerged as an emerging and necessary pedagogical response to learner in contemporary classrooms. However, its theoretical articulation often remains complex or abstract for practitioners. This paper introduces ‘The Onion Pedagogy’ as a metaphorically grounded yet epistemologically structured framework to conceptualize differentiated instruction based on the need and aspirations of the learner. Just as an onion can be cut into rings, slices, cubes, or strips while retaining its essential core, learning objectives remain constant while instructional strategies vary according to learner needs. The ‘core’ represents epistemic understanding; the ‘layers’ characterize gradations of conceptual depth; and the ‘cuts’ represent individualized pedagogical strategies. Drawing from modern psychological theories such as Constructivism, Social constructivism, Universal Design for Learning (UDL), and Personalized learning theory, those framework and model offer a structured, holistic and inclusive approach to child-centric pedagogy. The teachers and educators are seen as a ‘seasoned chef’ who adopt pedagogical method based on need of the children. The paper highlights the theoretical framework, classroom practices and implications for teacher education, and understand the alignment with India’s National Education Policy (2020). The Onion Pedagogy provides an inclusive methodological framework that not only promotes equity and equality but also focus on the learner’s diversity.

A study on the state of knowledge of handwashing with soap and water at Félix HOUPHOUET-BOIGNY University, followed by awareness-raising on good practices was undertaken between 14 and 26 October 2019 to help guide the development of a programme to promote good hygiene practices. A survey form that included columns of variables such as name, age, gender, and function was used in conjunction with handwashing practice. A total of 2024 individuals, 478 (23.62%) of whom were female and 1546 (76.38%) male, participated in the survey. The study found that 5.04% of people (female and male) have good handwashing practices. The good practice of handwashing at the Félix HOUPHOUET-BOIGNY University is less well known. However, the science faculties had good handwashing practice compared to students in other faculties. It would be advisable to increase awareness of good hygiene practices, particularly handwashing, in order to prevent infections.