Developing Strategy plan for implementation of NVEQF in Open Schooling- June 20-21,2013

Skill Development and
Adult Learning
Presentation By
Ram Takwale
At the Workshop on
Implementation Strategy for NVEQF in
Open Schooling in India
Kochi, 20 June 2013

Presentation Overview
1. Need of New Education
2. New Education and Skill
Development
3. Need For New Organisation &
Management: Global + Local
20/06/2013
Ram Takwale:Skill Dev & Adult
Learning
2

Need of New Education in
A3-Connected Society.
20/06/2013
Learning
3

Background & Context for today’s
Adult Learning
• New Education is essential for globally A3-
connected society.
• New concepts, methodologies and organisations
are emerging today: OCW, MOOCs, Meta University
etc., leading to Mass Education in A3-
Connectedness.
• Existing models of education and development are
manifestation of the Industrial Age; Not appropriate
for the Information Age.
• Search is on for New Education for globally A3-
connected people.
20/06/2013
Learning
4

Digital & A3 Connected People are
Creating Educational Revolution
• New Processes:
o Digitization, Virtualization,
o Mass-Personalization, and Self-Organisation
o Globalized Cyber Space for each one- Cyber Infrastructure.
• New Social Organisation Processes:
o Open Resource - OER Movement
o Social Networks - Self-organized & self-governed groups
• Internet Access: Processing Power
o Network Services
o Broadband Internet (2G/3G), Access- Table Top /Lap top/Mobile phone,
Tablet pc
• Internet Generations of Communications
o Zero - Face-to-Face, Local Group/Community
o Kbps – Snail Mail : Textual
o Mbps - Multi-Media, A-V / Products Communication
o Gbps - Virtual Labs,, Simulations, Analytics, Group / Social /
Process Commutations
20/06/2013
Learning
5

Two Models of Education:
Western & Indian (Nai Talim)
• Western: Industrial Model
o Knowledge Industry: Form of a Factory
o Hierarchical and Centralized
o Linear, Conformist and Class creating; Kills creativity (Sir Ken Robinson)
o Hidden Curriculum:
• Consumerism, Capitalism and Competition
• Unsuitable for Equality and Justice for All
• Fragmented Education into Academic, Professional,
Technological/Vocational streams:
• Creates Fragmented Humans; Stratified Societies.
20/06/2013
Learning
6

Indian Model: Nai Talim
• Mahatma Gandhi’s Nai Talim:
o Life Centric Education (follows life value chain)
o Work centric education (creates Wholesome Work and SUPW)
• J P Naik’s Role Based Learning (RBL)
o Goal is to identify OWN Role & unique functions,
o Become Change Maker.
o Find Learning and Development / Career Paths
o Tried and failed.
• Nai Talim was rejected as
o Anti-modern, Of agrarian nature, and
o Unsuitable for developing industrial society- the need of human
development in the age of 19-20th century.
• Third Industrial Revolution of 21st Century
o Offers decentralized and autonomous energy and industry generation.
(Ref:Jeremy Rifkin)
20/06/2013
Learning
7

New Education Process Links
Issues in NOW
Situations
SOCIETY +
ECONOMY
New Education
LEARNING &
DEVELOPMENT
(LAD)
Self /Social
Development
CREATING
FUTURES
20/06/2013
Learning
8
Learning Activities in Life and Work Situations should lead to
Self and Social Development with roles of Change Maker for
Creating Futures

New Education and Skill
Development
20/06/2013
Learning
9

Work Centric
Education in A3
Connected Society
Learning
Working
Use of
Technology
Tools
Wholesome
Work:
SUPW
Wholesome Work
has integrated
Routine, Rest,
Progress and
Pleasure.
Goal is to find
Career and
Create Social
Value and Wealth
20/06/2013
Learning
10
New Education is based on

New Education is based on
• Life Centric Education: Path of Value Chain creation
20/06/2013
Learning
11
Education Development Value Creation Transformation
Goals:
• Play multiple roles and become a Change Maker.
• Find OWN role and UNIQUE functions
• Create a career path
• Rise in Culture & Creativity Development.

20/06/2013
Learning
12
NFEQF
Levels
General Education
Levels
(Academic Levels)
Tech-Voc Education Nature of
certification
(Skill Levels)
Higher General &
Vocational Education
Levels
Remarks
0 Primary School
Education (6-8th
standards)
Life skills -- No job linkages; only life related
skill development. Added to
make skill learning scale
complete.
1 & 2 Secondary Schools (9-
10th std)
Trade Certificates- I & II levels School Board Exams Job and work related – Workers
at lower levels of skill
application.
3 & 4 Senior Secondary (11-
12th std)
Trade Certificate- III and IV
levels
School Board Exams Job and wok related – Workers
at intermediate levels of skill
application.
5 Polytechnics & First Year
of Degree
Advanced Level Certification
and FY of degree
Technical Board /
University Exams
Job specific skills at higher
levels of working in existing or
emerging areas of apps.
6 Second Year of Degree
Program
Diploma University Exam Applied and job related
application skills: Existing and
Emerging areas.
7 Third Year -Graduation University
Academic/Vocational /Applied
Diploma/Degree
University Degree Employment area related apps.
Existing or new job related; Use
of new technologies and
applications in networked social
/ agriculture/ industrial
applications.
8 Post-Graduate One
Year- Honors
PG level Diploma or Degree
with Honors- First Professional
Degree
University Degree with
Hons OR First
Academic/ Professional
/ Vocational degree in
the areas of apps.
9 & 10 Masters and Research
degrees
Master’s Degree/ M. Phil and
Ph.D degree
Research and higher
level innovation skills
Apps in socio-economic issues
and pure academic and
systemic research/ reform
applications
NVEQF- As Given By Dr S S Jena and slightly modified

Summary of NVEQF
• Aligns Academic (K), Skill (S-Conative) and Use of
Technology Tools- Builts Capacity (K,S, T)
• Links academics with applied developmental areas
for finding use of working outputs (Vocation Skill
Development)- Builts Capability (Apps, Social
Behavior and Attitudes)
• Needs methodology to add Building Co-creativity
through small/big /community working together for
coop learning and creation of Social Common
Value / Wealth.
• Needs A3 Learning and Developing paradigm in
Networked Education system.
20/06/2013
Learning
13

20/06/2013
Learning
14
INPUTS
• OER-Concept and Activity
• Activities: Activity, Assignments, Projects
• CENTRAL: Course Team-Teachers
• Primary Provider Community
PROCESS
• LOCAL: Local Study Center Teachers
• Situations - Virtual/Local linked to Life and Work
• Local Consortium and LAD Community
• Role Playing- Coop Working /Learning
RESULT
• Wholesome Work- SUPW- Social Value/ Wealth
• Self and Social Development
• LAD and Career Paths
• LAD Communities Organisation
HOLISTIC LAD IN A3 CONNECTED COMMUNITIES

Performance Evaluation– Portfolio Based
Developmental
Components
Human/Social Centric
Educational
Parameters
Process-Result
Self and Social
Development Measures
Self-Development
Social Development
Creation of
Personal / Social Wealth
Capacity building Knowledge, Skills, Tech-tool use
Capability building Applications, Attitude, Social
behavior
Co-creativity
building
Small and big group working
Creation LAD group organization;
Personal, Social Wealth Creation
20/06/2013
Learning
15

Four Components in Student’s Evaluation
• Course Work -Roles Played:
o Finding OWN role, unique functions and being Change Maker.
• Practicum and Field-Lab Work:
o Linkages with working life, creation of livelihood and social position; path &
goal for creating own/ group futures.
• Student’s Initiative: Other Field Activities by a student
and groups: Originality, creativity and leadership
• Project Work: Role and Contribution to social value
/wealth.
E-Personal / Group Portfolio are the tools for performance
results and CCE (Continuous Comprehensive Evaluation)
20/06/2013
Learning
16

Need of New Organisation
& Management:
Global / Cyber + Local/ Real
20/06/2013
Learning
17

• Cyber Space to create virtual infrastructure
connected to all students, teachers and
managements.
• Central Consortium for providing Course /Role
based learning services: Organizes LAD Provider
Community
• Local Consortium for Quality School Education at
the Nodal Agency (SVERI) and covers 20 km radius
region linked by NKN connectivity at Pandharpur.
• Uses OER based education and social networking of
L-groups / communities.
20/06/2013
Learning
18
New Education Uses

Local Cillage Circle (LCC) of Villages
Course Team
Global / Central: e-PASS
Course Delivery
Open Education
Resources
Distributed
Classroom
Local
School College University
College
Team
Students
Teachers
School Team
Students
Teachers
University
Team
Students
Teachers
CONCEPT OF META UNIVERSITY-META SCHOOL
20/06/2013
Learning
19

20/06/2013
Learning
20
Param
Intervarsity
Faculty of Education and Social
Development
School for Developmental Learning
(SDL)
Param School:
Partnership with
Stakeholders
Apps in
Industry, Services
and Social Work
Other Faculties:
IT, e-Media, Social Sciences,..
Courses related to Education/
Development

Need of Third Model of Development
THIRD MODEL SHOULD HAVE:
• Search by linking learning with social development.
• Autonomous, decentralized, human & society centric
learning and situated development.
• Global knowledge for local development.
• Creation and innovation - create livelihood and FUTURES.
• Value and ethics based social organisation; promoting
Sarvodaya and Antyodaya for equality and justice.
• Socially participative with swaraj
• Self-governing groups and LAD* communities. Political,
economic and knowledge powers to the people.
*LAD: Learning and Development
20/06/2013
Learning
21

Shikshan Pandhari Project in Maharashtra
• Pilot to establish New Educational Model:
o Central –Local System of A3-Connected Communities
• Partnership at National & State Levels:
o National: NKN, IIT- Mumbai, TIFR- HBCSE, BARC, TIFR -HBCSE
o State: RGSTC, MKCL –MKF, State Universities, I-CONSENT, Many Education
Experts,
• Schools with Local Engineering College form local node:
o 5 Schools(proposed 10) participating in rural area- Pandharpur, Sholapur dist.
o Local School Consortium for Quality Schools and Developmental linkages.
• TWO Programs:
o School Education (Links with University, school system and locality)
o School Teacher Education (Links with the University)
• Goal to create Replicable Model:
o Central resources /content free for all;
o Local content / services are to have economic/social business model.
20/06/2013
Learning
22

Education poses Fundamental Issues
• Education shapes Self and Social Development.
How to balance between self and social?
o Samavaya in Learning and Development.(Adwaita in Dwaita)
• My personal existence has social dependence.
How do I learn it and make myself capable and
creative to exist and progress?
o Use Social Knowledge / Wisdom
o Learn cooperatively and collaboratively.
o Let work be wholesome and social value creating.
• What is the goal of my learning and development?
My Learning and Development Path?
o What are my goals? Life Mission? Nirmanee?
o How do I link them with social/national/global development goals?
20/06/2013
Learning
23

Thank you all
20/06/2013
Learning
24
Contact
Email: takwale.ram@gmail.com
Visit:
www.mkcl.org
www.mkf.org.in
Blog:
www.mkf.org.in/blog

Developing Strategy plan for implementation of NVEQF in Open Schooling- June 20-21,2013

Recommended

Recommended

More Related Content

Similar to Developing Strategy plan for implementation of NVEQF in Open Schooling- June 20-21,2013

Similar to Developing Strategy plan for implementation of NVEQF in Open Schooling- June 20-21,2013 (20)

More from CEMCA

More from CEMCA (20)

Recently uploaded

Recently uploaded (20)

Developing Strategy plan for implementation of NVEQF in Open Schooling- June 20-21,2013