Most of the steps needed to transform the quality of education in India do not require policy change or a new educational policy. Yet, these steps are not getting taken because there is no visible crisis pushing us to act. Only a few points in my list below – like the creation of a cadre of Indian education civil services, replacing the policy of schools within a kilometre of every habitation with a free transport to the nearest school policy – are policy-level issues.
India primary education system is among the largest in the world with nearly 1.5 million schools and over 100 million students enrolled. This large size warrants significant investments to provide high quality education at primary levels. Over the years, the government has worked on strengthening its education system at the elementary level through various policies and schemes such as Sarva Shiksha Abhiyan (SSA), Mid-day meal scheme, Right to Education Act (RTE), among others. This has in turn resulted in a six times growth in number of schools offering primary education, thirteen times increase in number of teachers, and doubling of Gross Enrolment Ratio (GER) from 1950 to 2016.
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Performance of students in WAEC/NECO SSCE 2000 – 2013 mathematics result continually reported as poor even with no. with credit pass less than 50%.
Ochepa (2007) saying its more of a global issue with one of the factors as the methods of presentation, this is supporting Salau (2002), Etukodu (2006), Emaikwu (2012) etc emphasizing bad methods of teaching.
Observations point at the use of Conventional Teaching Strategies as cause for the decimal performance.
Sec. curr. clearly pro-activity, but teachers ignore such making learners passive in the class.
India primary education system is among the largest in the world with nearly 1.5 million schools and over 100 million students enrolled. This large size warrants significant investments to provide high quality education at primary levels. Over the years, the government has worked on strengthening its education system at the elementary level through various policies and schemes such as Sarva Shiksha Abhiyan (SSA), Mid-day meal scheme, Right to Education Act (RTE), among others. This has in turn resulted in a six times growth in number of schools offering primary education, thirteen times increase in number of teachers, and doubling of Gross Enrolment Ratio (GER) from 1950 to 2016.
A study on the need for paradigm shift in teacher education in preparing teac...Dr. C.V. Suresh Babu
International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
Performance of students in WAEC/NECO SSCE 2000 – 2013 mathematics result continually reported as poor even with no. with credit pass less than 50%.
Ochepa (2007) saying its more of a global issue with one of the factors as the methods of presentation, this is supporting Salau (2002), Etukodu (2006), Emaikwu (2012) etc emphasizing bad methods of teaching.
Observations point at the use of Conventional Teaching Strategies as cause for the decimal performance.
Sec. curr. clearly pro-activity, but teachers ignore such making learners passive in the class.
Hybrid learning is a way of combining traditional classroom experiences, experiential learning objectives, and digital course delivery that emphasizes using the best option for each learning objective
National Seminar on Social Media Networks and Society organised by Tamil Nadu Teachers Education University (TNTEU), Chennai and Indian Council of Social Science Research (IMPRESS), New Delhi on 3rd February 2021
As India aspires for economic growth, it will need to invest in Education. Here's an examination of what is ailing the system, and recommendations for amending these.
Hybrid learning is a way of combining traditional classroom experiences, experiential learning objectives, and digital course delivery that emphasizes using the best option for each learning objective
National Seminar on Social Media Networks and Society organised by Tamil Nadu Teachers Education University (TNTEU), Chennai and Indian Council of Social Science Research (IMPRESS), New Delhi on 3rd February 2021
As India aspires for economic growth, it will need to invest in Education. Here's an examination of what is ailing the system, and recommendations for amending these.
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To the economist, one of the most natural approaches is to study the productivity of education, since prudent investment is governed by the relative productivity of the funds which is in turn determined by the marginal rate of return compared with the best alternative use of the same funds. With considerable pressure now being exerted upon governments for increase in their allocations to education. It is quite understandable that economists, who have always followed the outlays of government with great interest, recently have turned considerable attention to the study of education’s productivity.
Three approaches to this study, none of which is totally independent of the others.
1. Educational Productivity
2. Residual Factors in Educational Productivity
3. Educational Planning and Manpower
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The education system is the main enabler providing knowledgeable human capital for all the sectors. A modern, effective and efficient educational system is vital to the society which fosters economic competitiveness, social development, and citizens’ well-being while also enhancing the country’s growth and employment prospects.
Therefore, the development of the human capital, skills and qualified labor force – through education and long life training – are the foundation of well positioned knowledge-based economy.
The workforce has to be highly skilled to fit the labor market requirements and be efficient and innovative in work. Graduates should be able to successfully compete in a globalized knowledge economy.
Keynote talk given at the Learning Analytics Summer Institute 2016 (LASI16) at the University of Deusto, Bilbao, Spain in June 2016 by Rebecca Ferguson.
What does the future hold for learning analytics? In terms of Europe’s priorities for learning and training, they will need to support relevant and high-quality knowledge, skills and competences developed throughout lifelong learning. More specifically, they should improve the quality and efficiency of education and training, enhance creativity and innovation, and focus on learning outcomes in areas such as employability, active-citizenship and well-being. This is a tall order and, in order to achieve it, we need to consider how our work fits into the larger picture. Drawing on the outcomes of two recent European studies, Rebecca will discuss how we can avoid potential pitfalls and develop an action plan that will drive the development of analytics that enhance both learning and teaching.
By teaching people about public integrity we give them the knowledge, skills and behaviours to fight corrupt practices and establish new behavioural norms and values for society. The OECD’s work on education for public integrity will harness young people's natural desire for fairness and equity. The goal being sustainable cultures of integrity and a better future for all. www.oecd.org/gov/ethics/integrity-education.htm
Perspectives on the nep 2019 final slide deck 13 aug 2019Nooraine Fazal
India's Draft National Education Policy 2019 strikes several right notes & is long over due, given the last one was drafted well before India integrated into the global economy. But it also raises serious concerns on the desirability of its vision, suitability of the curriculum, feasibility in terms of the Nation's willingness to invest in quality education. In its final form it must advance a globally relevant framework that encourages Indian educationists & enables every Indian citizen to study at / teach in a school of their choice.
The Draft National Education Policy (NEP) 2019—released by the Modi Government shortly after winning the national election—will “change the educational landscape” of India, in the words of Dr K. Kasturirangan, Chairman of the Committee for the Draft NEP. It is aimed at “preparing our youth to meet the variety of present and future challenges”. Given just how critical it is for us to have a say, I would encourage everyone to send their feedback to https://innovate.mygov.in/nep_chapter/part-i-school-education/ by 15 Aug 2019. Where as the actual document runs into almost 500 pages, here's a quick overview on the likely impact of the NEP from the perspective of an edupreneur & a concerned citizen.
Happy reading & sharing your perspectives aimed at co-creating a better future for all of us
Presentation by Rebecca Ferguson (IET, The Open University, UK) at the Learning Analytics Summer Institute event (LASI Asia) run in Seoul, South Korea, in September 2016. This presentation, on Visions of the Future of learning analytics, is based on work carried out by the European consortium working on the Learning Analytics Community Exchange (LACE) project.
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10 Steps for Transformation Education in India by Dr.Mahboob ali Khan Phd
1. 1
10 Steps for Transformation Education in India.
By Dr.Mahboob ali Khan Phd.
In this article, Dr.Mahboob ali Khan Phd , GM Quality at Virinchi Hospitals,
suggests 10 initiatives that can help transform the quality of education in India.
Most of the steps needed to transform the quality of education in India do not
require policy change or a new educational policy. Yet, these steps are not
getting taken because there is no visible crisis pushing us to act. Only a few
points in my list below – like the creation of a cadre of Indian education civil
services, replacing the policy of schools within a kilometre of every habitation
with a free transport to the nearest school policy – are policy-level issues.
Below are 10 initiatives that I believe can transform Indian education, if
undertaken in a concerted way and sustained over at least a five-year period:
Initiative 1: Make the problem visible
Regular assessments are needed to measure progress in learning and make the
current levels visible in a way that can be understood widely. India should
participate regularly in international assessments like Trends in International
Mathematics and Science Study and Programme for International Student
Assessment so as to set goals and benchmark its performance and progress. The
quality of national assessments should be improved and third party assessors
like Annual Status on Education Report and Educational Initiatives should be
encouraged to provide periodic feedback. The District Information System for
Education (DISE)1
system should be upgraded to a ‘Student Progress Tracking
System’ which will track learning levels of individual children and provide
diagnostic data to serve as a basis for improvement to schools and teachers.
Initiative 2: Build systemic and institutional capacity
The biggest problem in the educational system today is a severe shortage of
capacity. Consider two initiatives – the Continuous and Comprehensive
Evaluation (CCE) and the Teacher Eligibility Test (TET). Few people disagree
that these initiatives are based on sound principles and good ideas. Yet, many –
some may say most – well-intentioned ideas do not achieve their goals due to
people across the system not having the required skills. In the case of the TET
test, pass percentages have been between 1% and about 15% and the initiative
has not had the intended impact. It raises questions both on our teacher training
capacity and also the capacity to understand and execute the assessments
successfully.
2. 2
Strengthening research on learning is the first step and only long-term solution
to this crisis. I recommend establishing a ‘science of learning’ centre, either as a
part of National Council of Educational Research and Training (NCERT) or as a
separate institute, with a mission of promoting research on how children learn.
This institute can undertake research on reading, elementary mathematics,
intelligent teaching systems and assessments.
However, research needs an ecosystem and we now need to kick-start such an
ecosystem. We recommend the creation of a research fund (similar to the
American National Science Foundation Fund), which will provide grant support
for innovation to take root and grow in research institutions non-governmental
organisations (NGOs) and private players based on their track record and
quality of research, and direct research towards areas of national and state
priorities.
Initiative 3: Establish a reading mission
If we can ensure that 80% of our children can read and write well in any one
language by the time they are nine years old, we would have solved 80% of our
educational problems. Reading has to become a focus area of both action and
measurement and a movement which involves all. A national-level centre for
reading research is more important for India than any Indian Institute of
Technology and is not so difficult to create. Specialised training programmes
need to be created for teachers on reading skill development and measurement.
Reading tests need to be made available on computers, tablets and mobile
phones so that parents can determine the reading levels of their children.
Initiative 4: Build teacher and head teacher capacity
Starting with regular assessments of teacher needs which will determine
individual gaps/needs in teachers, high-quality training programmes need to be
deployed for teacher training. Information and Communication Technology
should be used as a tool to provide many of these courses on an on-demand
basis.
The resources available in the National Repository of Open Education
Resources (and other open education resources) should be moderated by experts
to ensure that high-quality resources – including videos, teaching material and
assessment questions - are available to every teacher. Rather than depending
solely on government organisations like the NCERT to create all this material,
this work should be carried out through ‘request for proposals’ that would allow
talented individuals and organisations to participate and contribute.
3. 3
Initiative 5: Change the goal post by reforming board exams to test
understanding, not recall
India’s rote-based Board Exams are a source of the learning crisis observed
even in primary schools. The focus on students, parents and teachers is on
maximising exam marks and not on learning, which needs to be corrected by
having Board Exams that measure learning. This is not difficult to do because
there are so many exams that can serve as a benchmark for this change.
Initiative 6: Invest in technology for education
Hand-in-hand with educational research inherent in all the initiatives above,
there is a need to research and develop ways to use technology to drive the
change we desire. The focus should not be on installing hardware but creating
new, high-quality content such as intelligent teaching systems and tools that will
help students to hone basic skills like reading and mathematics, and developing
content in multiple Indian languages. ICT-based remediation programmes
should be encouraged, in which the service provider is reimbursed based on the
measured student improvement. ICT should also be used to track teacher
attendance. Free high-speed internet connections can be provided to all schools
through a simple scheme by which the government reimburse internet service
providers directly.
Initiative 7: Introduce school-based practices for learning improvement
This includes initiatives like monthly tests in school with academic support
from State Council of Educational Research and Training (SCERT) or District
Institute of Educational Research and Training (DIET) and quarterly parent-
teacher meeting days which encourage parents to visit schools and build a
parent-teacher connect focused on student learning.
Initiative 8: Work on mindsets through public education campaigns
Public education campaigns should be aimed at prospective teachers to attract
talent to the sector; at parents to make them aware of what constitutes a good
school, the value of education beyond marks etc.; and at existing teachers to
make them understand that every child can learn well if supported etc.
Initiative 9: Holistic development
Efforts in areas such as sports, arts and culture should be initiated or expanded
in order to enrich holistic development.
4. 4
Initiative 10: Implement legal and structural changes
A separate Indian education services cadre at different levels, within the civil
services, should be created. Parents should be bound to send students to school,
and district education officials should be responsible for the quality of both
private and government schools. Public Private Partnership (PPP) arrangements
should be explored for areas like strengthening DIETs, providing teacher
training both using traditional and distance/ICT methods, providing
standardised assessments, running remedial centres etc. Today, the pre-school,
elementary and secondary structures are distinct with different bodies
overseeing their curricula. They should be combined under a single authority,
possibly the SCERT. Fragmentation of schools should be reduced by
combining schools and providing free transport to children further away rather
than building schools close to every habitat.