The document discusses the evolution of education over time and the disruptions caused by various events throughout history. It then focuses on the paradigm shift occurring in education, moving from a 20th century teacher-centric model to a 21st century student-centric model. It outlines the many impacts of the COVID-19 pandemic on education, including physical, psychological, technological, socio-emotional, cultural, financial, and pedagogical impacts. It also discusses the challenges faced and potential solutions.
The document discusses the evolution of the concept of lifelong education from adult education. It notes that adult education has been at the heart of developing lifelong education as a theoretical framework and providing flexible learning opportunities. The key contributions of adult education to lifelong education include developing a theory of andragogy to help maturing learners, providing non-traditional study programs that are self-directed and convenient for part-time learners, and retraining teachers to serve as facilitators for self-directed learners. Adult education is seen as central to advancing the goal of preparing all individuals to be engaged in lifelong learning and inquiry.
This document discusses the work of Ivan Illich, an Austrian philosopher and critic of modern western institutions including education. It summarizes some of Illich's key ideas from his book "Deschooling Society" such as separating learning from age-based grades and credentials, facilitating open access to resources, and empowering learners and educators outside of traditional school structures. The document then compares some of Illich's radical ideas to the innovative approach of the University of Phoenix, which aimed to make higher education accessible to working adults through flexible scheduling and practitioner faculty.
This document discusses migration, globalization, and contemporary education. It provides definitions and concepts related to migration, including that migration can be permanent, temporary, or seasonal, and may be due to economic, social, political, or environmental factors. Migrants often leave their home country to improve their productive skills. Migration can indirectly impact education through remittances funding education or success stories creating incentives for further education. Globalization is defined as the increasing interaction and integration between people, companies, and governments globally. Global education aims to help students see themselves as global citizens and participants in a single global system. It emphasizes understanding other cultures, history, geography, and global issues. Comparative examples discuss international education policies and initiatives in countries like the
The purpose of education in the United States has changed over time due to various influential forces such as developments in knowledge and beliefs about learners. In the past, education focused on mental discipline and exercising the mind, but it has shifted towards meeting the needs of a changing society and whole child development. In the 1980s, reports called for educational excellence and higher standards in response to concerns about mediocrity. Recommendations included strengthening core academics, technology skills, and adopting more rigorous testing and requirements to improve outcomes. The impact of these reports was substantial reforms around graduation standards, course content, and college entrance expectations.
The document summarizes major events in the history of education reform in the United States from the 1950s to present day, focusing on increased recognition of students' individual rights. It discusses key court cases like Brown v. Board of Education that desegregated schools and Tinker v. Des Moines that established free speech rights for students. Major federal education laws like the Elementary and Secondary Education Act, Education for All Handicapped Children Act, Goals 2000, and No Child Left Behind Act are also summarized along with ongoing debates around standardization and accountability versus flexibility and local control in education policy.
The document discusses the history and philosophy of alternative education. It explores how alternative schools aimed to liberate students and focus on learning through exploration rather than social control and conformity. Thinkers like Ivan Illich, John Holt, and John Taylor Gatto argued schools "dumb people down" and alternative models like Summerhill School aimed to make education fit each child's interests and abilities through flexible curriculum and lack of compulsory assessment. However, alternative schools struggled when required to conform to standardized policies and were ultimately unable to adapt to state requirements while maintaining their original philosophies.
This document discusses the need to move education from a one-size-fits-all model to personalized learning approaches that meet students' individual needs. It describes how current education systems use a standardized 19th century model of instruction that does not support all learning styles. The document advocates for competency-based education and personalized learning, wherein students advance upon mastery of content at their own pace. Examples of personalized learning models discussed include blended learning, which combines online and in-classroom instruction, and programs like Rocketship Education that utilize blended approaches.
The document discusses the evolution of the concept of lifelong education from adult education. It notes that adult education has been at the heart of developing lifelong education as a theoretical framework and providing flexible learning opportunities. The key contributions of adult education to lifelong education include developing a theory of andragogy to help maturing learners, providing non-traditional study programs that are self-directed and convenient for part-time learners, and retraining teachers to serve as facilitators for self-directed learners. Adult education is seen as central to advancing the goal of preparing all individuals to be engaged in lifelong learning and inquiry.
This document discusses the work of Ivan Illich, an Austrian philosopher and critic of modern western institutions including education. It summarizes some of Illich's key ideas from his book "Deschooling Society" such as separating learning from age-based grades and credentials, facilitating open access to resources, and empowering learners and educators outside of traditional school structures. The document then compares some of Illich's radical ideas to the innovative approach of the University of Phoenix, which aimed to make higher education accessible to working adults through flexible scheduling and practitioner faculty.
This document discusses migration, globalization, and contemporary education. It provides definitions and concepts related to migration, including that migration can be permanent, temporary, or seasonal, and may be due to economic, social, political, or environmental factors. Migrants often leave their home country to improve their productive skills. Migration can indirectly impact education through remittances funding education or success stories creating incentives for further education. Globalization is defined as the increasing interaction and integration between people, companies, and governments globally. Global education aims to help students see themselves as global citizens and participants in a single global system. It emphasizes understanding other cultures, history, geography, and global issues. Comparative examples discuss international education policies and initiatives in countries like the
The purpose of education in the United States has changed over time due to various influential forces such as developments in knowledge and beliefs about learners. In the past, education focused on mental discipline and exercising the mind, but it has shifted towards meeting the needs of a changing society and whole child development. In the 1980s, reports called for educational excellence and higher standards in response to concerns about mediocrity. Recommendations included strengthening core academics, technology skills, and adopting more rigorous testing and requirements to improve outcomes. The impact of these reports was substantial reforms around graduation standards, course content, and college entrance expectations.
The document summarizes major events in the history of education reform in the United States from the 1950s to present day, focusing on increased recognition of students' individual rights. It discusses key court cases like Brown v. Board of Education that desegregated schools and Tinker v. Des Moines that established free speech rights for students. Major federal education laws like the Elementary and Secondary Education Act, Education for All Handicapped Children Act, Goals 2000, and No Child Left Behind Act are also summarized along with ongoing debates around standardization and accountability versus flexibility and local control in education policy.
The document discusses the history and philosophy of alternative education. It explores how alternative schools aimed to liberate students and focus on learning through exploration rather than social control and conformity. Thinkers like Ivan Illich, John Holt, and John Taylor Gatto argued schools "dumb people down" and alternative models like Summerhill School aimed to make education fit each child's interests and abilities through flexible curriculum and lack of compulsory assessment. However, alternative schools struggled when required to conform to standardized policies and were ultimately unable to adapt to state requirements while maintaining their original philosophies.
This document discusses the need to move education from a one-size-fits-all model to personalized learning approaches that meet students' individual needs. It describes how current education systems use a standardized 19th century model of instruction that does not support all learning styles. The document advocates for competency-based education and personalized learning, wherein students advance upon mastery of content at their own pace. Examples of personalized learning models discussed include blended learning, which combines online and in-classroom instruction, and programs like Rocketship Education that utilize blended approaches.
This document discusses reforming education through a digitalized optimized one room schoolhouse (DOORS) model. It begins by providing historical context on the evolution of public education in America. This includes the origins of the one-room schoolhouse model and how the current system developed from the industrialized factory model of the mid-1800s. The document then introduces the DOORS concept, which aims to modernize the one-room schoolhouse approach through technology and personalized learning. Several key factors are examined for implementing this reform approach successfully, such as the needs of modern students, teacher training, support systems, and addressing issues beyond traditional models like ensuring internet access.
Partnership, co-operation and dismantling the curriculum in HERichard Hall
1. The document discusses dismantling the traditional curriculum in higher education and adopting a more engaged, feminist approach. It references theorists like bell hooks who emphasize sharing intellectual and spiritual growth with students rather than just information.
2. A summary of Sara Ahmed's work on "living a feminist life" is provided, noting it involves creating more equal relationships and supporting marginalized groups.
3. The document argues the curriculum should be stripped back to reveal forms of oppression, illness, precarity and objectification, and how knowledge and disciplines are currently separated in ways that disable addressing societal crises.
Education is designed to insulate student from the "real world", to prevent them from understanding the economic, social, political and ideological forces that control their lives, This slide show offers an alternative model of education, one which immerses the students in a framework of community engagement designed to free their minds and to encourage their active engagement in the process of social change.
If you would like to see similar and freely downloadable PDFs please visit my website at: www.tonyward.edu.com
Education is the process by which people acquire knowledge, skill, habits, values, or attitudes. The word education is also used to describe the results of the educational process.
The document discusses how different ideas and ideologies shape curriculum in various ways. It provides two examples - one from a school in Australia and one from the United States in the 1950s - to illustrate how social and historical factors influence curriculum. The document also outlines three ways of knowing or interpreting the world (conventional, interpretive, reflective) and how these influence curriculum development and implementation.
This document discusses reorienting curriculum around the four pillars of learning as outlined by the Delors Commission: learning to know, learning to do, learning to live together, and learning to be. It proposes reorganizing curriculum objectives, content, and modules in an integrated approach focused on developing key competencies aligned with the pillars. Objectives would emphasize learning throughout life, social cohesion, and employable skills. Content would focus on competencies like collecting and processing information, communication, adaptation, teamwork, and conflict resolution. Modules would integrate knowledge, skills and values across disciplines instead of individual subjects.
This document discusses the values of learning communities and learning to know. It provides historical context about how education has changed from focusing on developing individuals, to communities, to nations. Specifically, in earlier eras education aimed to filter and select students for different roles, but it expanded access over the 20th century. The challenges now are to clarify our educational purpose and design curriculum for the emerging knowledge era.
Presentation for 2014 Global Education Conference
This is a draft
ALL Rights Reserved
Copyright Richard C. Close
Trademark Global Learning Framework, Personal Learning Framework and Three Processor Theory and Transformation Learning Framework.
Professional Services Training
richardcclose@gmail.com
Community
http://globallearningframework.ning.com
Blog:
richardclose@blogspot.com
Digital technologies can both continue and revolutionize efforts toward social inclusion and sustainable development through education. While technologies provide new opportunities, ensuring equal access and avoiding further exclusion will be important. Education has a key role to play in creating a more just, peaceful and sustainable world by empowering individuals and societies with knowledge and skills through approaches that integrate social, economic and environmental dimensions of sustainability.
Kawthoolei educational system should be ( Presentation by Johnson)JohnsonKawThooLei
This presentation indicates the history of Karen educational background and students ideas towards the journey of future Karen education transformation
Ethical space for professional education Propel conference 2019 UTSJohn Hannon
The document discusses the tension between the idea of the university and its actual institutional form in a culture of performativity. It addresses the shrinking space for professional education as universities prioritize market-oriented goals. The author argues that professional educators can claim ethical spaces by holding universities accountable to their espoused values of inclusion and public knowledge. Specific suggestions include challenging curriculum outsourcing and privatization, adopting open education practices, and organizing interdisciplinary expertise to counter external influence on curriculum. The overall aim is to revive the idea of the university through negotiating the form and practices of professional education.
Progressive education began in the late 19th century as a protest against standardized textbooks and rote learning methods. It advocated for a more child-centered approach where students could discuss ideas and work on hands-on projects tailored to their interests. Progressive teachers acted as facilitators rather than authorities, emphasizing democratic and cooperative learning over strict memorization. This movement spread in Canada in the early-to-mid 20th century and aimed to make education more relevant to the needs of students and the workforce through experiential learning opportunities.
This document provides an overview of the International Commission on Education for the 21st Century. It lists the members of the commission and introduces the chairman, Jacques Delors. It then provides a brief outline of the contents of the commission's report to UNESCO, including its outlooks on moving from local to global communities, social cohesion to democratic participation, and economic growth to human development. The report also outlines its principles on the four pillars of education and learning throughout life. It concludes by providing directions on moving from basic education to university, the role of teachers, political choices for education, and international cooperation to educate the global village.
This document discusses the importance of global education in preparing students for the 21st century. It defines global citizenship as identifying with an emerging global community and acting to build shared values and practices. Global education aims to help students understand diverse perspectives, communicate across differences, and take action on global issues. While barriers exist, such as resistance to change, global education can start small by incorporating diverse cultural stories and experiences into the existing curriculum. Developing students' critical thinking, communication, collaboration, and creativity skills through interdisciplinary, experiential learning helps prepare them to solve complex problems in an interconnected world.
Education involves facilitating learning and acquiring knowledge, skills, and habits through both formal and informal means. Formal education is commonly divided into stages such as preschool/kindergarten, primary school, secondary school, and college/university. A right to education has been recognized in many places. Education aims to teach both practical skills and social values from one generation to the next.
Theorizing 21st century education reimersLuzuko Maseko
This document summarizes curriculum reforms in 6 countries that have expanded educational goals to include broader competencies beyond cognitive skills. It finds that while countries like Singapore, China, and India have clearly defined new competencies, challenges remain in implementing reforms fully in practice. Countries also took different approaches, from consultations with stakeholders in China to standardized testing pressures influencing changes in the US and Chile. Overall educational aspirations have grown but schools still struggle to meet all new demands.
The document discusses globalization and the importance of global education. It defines globalization as the development of social and economic relationships worldwide. It argues that global education should prepare students to think beyond national contexts and participate in an interconnected world. It provides goals for education in a global society, such as understanding connections between local and global issues and respecting other cultures. It also discusses strategies for incorporating global perspectives across different subject areas in the curriculum.
The document outlines the four pillars of education:
1) Learning to know - providing general and specialized education to develop thinking, concentration, and memory skills.
2) Learning to do - developing both technical skills and personal competence to perform work through specialized education.
3) Learning to live together - teaching understanding of others through diversity and discovering shared goals to overcome conflicts.
4) Learning to be - providing an individualized and interactive social process of becoming through problem-solving, decision-making, and relating to others.
This article discusses the importance of monitoring education for sustainable development and global citizenship as outlined in Goal 4, Target 7 of the 2030 Agenda for Sustainable Development. While progress has been made in mainstreaming these concepts into education policies, curricula, and teacher training, simply tracking inputs and processes is not sufficient. A more rigorous approach is needed to ensure learners acquire the knowledge and skills aligned with the goals of sustainable development and global citizenship. UNESCO's existing mechanism for monitoring relies on member state reports that often have low response rates and quality, so it requires complementing with other assessment methods focused on learning outcomes.
The document discusses definitions of curriculum and programs, providing several perspectives from experts. It notes that curriculum encompasses the content taught, objectives, sequencing, and assessment of student learning. A program is a broader framework that can include multiple projects or courses directed toward a common goal. The document then traces the history of education in the US, from the colonial era emphasis on education for the wealthy to the establishment of compulsory public schools and increasing access over time. It discusses ongoing debates around the purpose and content of education at elementary, secondary, and post-secondary levels.
This document discusses the role of higher education and the use of information and communication technologies (ICT) in teaching and learning. It notes that higher education shapes students' behaviors, minds, and values. It also outlines several approaches to integrating ICT in the classroom, such as complementing existing lessons or enhancing student learning. The document emphasizes that effective use of ICT can motivate students and make classes more dynamic, but teachers need training to incorporate digital tools and resources pedagogically.
This document discusses reforming education through a digitalized optimized one room schoolhouse (DOORS) model. It begins by providing historical context on the evolution of public education in America. This includes the origins of the one-room schoolhouse model and how the current system developed from the industrialized factory model of the mid-1800s. The document then introduces the DOORS concept, which aims to modernize the one-room schoolhouse approach through technology and personalized learning. Several key factors are examined for implementing this reform approach successfully, such as the needs of modern students, teacher training, support systems, and addressing issues beyond traditional models like ensuring internet access.
Partnership, co-operation and dismantling the curriculum in HERichard Hall
1. The document discusses dismantling the traditional curriculum in higher education and adopting a more engaged, feminist approach. It references theorists like bell hooks who emphasize sharing intellectual and spiritual growth with students rather than just information.
2. A summary of Sara Ahmed's work on "living a feminist life" is provided, noting it involves creating more equal relationships and supporting marginalized groups.
3. The document argues the curriculum should be stripped back to reveal forms of oppression, illness, precarity and objectification, and how knowledge and disciplines are currently separated in ways that disable addressing societal crises.
Education is designed to insulate student from the "real world", to prevent them from understanding the economic, social, political and ideological forces that control their lives, This slide show offers an alternative model of education, one which immerses the students in a framework of community engagement designed to free their minds and to encourage their active engagement in the process of social change.
If you would like to see similar and freely downloadable PDFs please visit my website at: www.tonyward.edu.com
Education is the process by which people acquire knowledge, skill, habits, values, or attitudes. The word education is also used to describe the results of the educational process.
The document discusses how different ideas and ideologies shape curriculum in various ways. It provides two examples - one from a school in Australia and one from the United States in the 1950s - to illustrate how social and historical factors influence curriculum. The document also outlines three ways of knowing or interpreting the world (conventional, interpretive, reflective) and how these influence curriculum development and implementation.
This document discusses reorienting curriculum around the four pillars of learning as outlined by the Delors Commission: learning to know, learning to do, learning to live together, and learning to be. It proposes reorganizing curriculum objectives, content, and modules in an integrated approach focused on developing key competencies aligned with the pillars. Objectives would emphasize learning throughout life, social cohesion, and employable skills. Content would focus on competencies like collecting and processing information, communication, adaptation, teamwork, and conflict resolution. Modules would integrate knowledge, skills and values across disciplines instead of individual subjects.
This document discusses the values of learning communities and learning to know. It provides historical context about how education has changed from focusing on developing individuals, to communities, to nations. Specifically, in earlier eras education aimed to filter and select students for different roles, but it expanded access over the 20th century. The challenges now are to clarify our educational purpose and design curriculum for the emerging knowledge era.
Presentation for 2014 Global Education Conference
This is a draft
ALL Rights Reserved
Copyright Richard C. Close
Trademark Global Learning Framework, Personal Learning Framework and Three Processor Theory and Transformation Learning Framework.
Professional Services Training
richardcclose@gmail.com
Community
http://globallearningframework.ning.com
Blog:
richardclose@blogspot.com
Digital technologies can both continue and revolutionize efforts toward social inclusion and sustainable development through education. While technologies provide new opportunities, ensuring equal access and avoiding further exclusion will be important. Education has a key role to play in creating a more just, peaceful and sustainable world by empowering individuals and societies with knowledge and skills through approaches that integrate social, economic and environmental dimensions of sustainability.
Kawthoolei educational system should be ( Presentation by Johnson)JohnsonKawThooLei
This presentation indicates the history of Karen educational background and students ideas towards the journey of future Karen education transformation
Ethical space for professional education Propel conference 2019 UTSJohn Hannon
The document discusses the tension between the idea of the university and its actual institutional form in a culture of performativity. It addresses the shrinking space for professional education as universities prioritize market-oriented goals. The author argues that professional educators can claim ethical spaces by holding universities accountable to their espoused values of inclusion and public knowledge. Specific suggestions include challenging curriculum outsourcing and privatization, adopting open education practices, and organizing interdisciplinary expertise to counter external influence on curriculum. The overall aim is to revive the idea of the university through negotiating the form and practices of professional education.
Progressive education began in the late 19th century as a protest against standardized textbooks and rote learning methods. It advocated for a more child-centered approach where students could discuss ideas and work on hands-on projects tailored to their interests. Progressive teachers acted as facilitators rather than authorities, emphasizing democratic and cooperative learning over strict memorization. This movement spread in Canada in the early-to-mid 20th century and aimed to make education more relevant to the needs of students and the workforce through experiential learning opportunities.
This document provides an overview of the International Commission on Education for the 21st Century. It lists the members of the commission and introduces the chairman, Jacques Delors. It then provides a brief outline of the contents of the commission's report to UNESCO, including its outlooks on moving from local to global communities, social cohesion to democratic participation, and economic growth to human development. The report also outlines its principles on the four pillars of education and learning throughout life. It concludes by providing directions on moving from basic education to university, the role of teachers, political choices for education, and international cooperation to educate the global village.
This document discusses the importance of global education in preparing students for the 21st century. It defines global citizenship as identifying with an emerging global community and acting to build shared values and practices. Global education aims to help students understand diverse perspectives, communicate across differences, and take action on global issues. While barriers exist, such as resistance to change, global education can start small by incorporating diverse cultural stories and experiences into the existing curriculum. Developing students' critical thinking, communication, collaboration, and creativity skills through interdisciplinary, experiential learning helps prepare them to solve complex problems in an interconnected world.
Education involves facilitating learning and acquiring knowledge, skills, and habits through both formal and informal means. Formal education is commonly divided into stages such as preschool/kindergarten, primary school, secondary school, and college/university. A right to education has been recognized in many places. Education aims to teach both practical skills and social values from one generation to the next.
Theorizing 21st century education reimersLuzuko Maseko
This document summarizes curriculum reforms in 6 countries that have expanded educational goals to include broader competencies beyond cognitive skills. It finds that while countries like Singapore, China, and India have clearly defined new competencies, challenges remain in implementing reforms fully in practice. Countries also took different approaches, from consultations with stakeholders in China to standardized testing pressures influencing changes in the US and Chile. Overall educational aspirations have grown but schools still struggle to meet all new demands.
The document discusses globalization and the importance of global education. It defines globalization as the development of social and economic relationships worldwide. It argues that global education should prepare students to think beyond national contexts and participate in an interconnected world. It provides goals for education in a global society, such as understanding connections between local and global issues and respecting other cultures. It also discusses strategies for incorporating global perspectives across different subject areas in the curriculum.
The document outlines the four pillars of education:
1) Learning to know - providing general and specialized education to develop thinking, concentration, and memory skills.
2) Learning to do - developing both technical skills and personal competence to perform work through specialized education.
3) Learning to live together - teaching understanding of others through diversity and discovering shared goals to overcome conflicts.
4) Learning to be - providing an individualized and interactive social process of becoming through problem-solving, decision-making, and relating to others.
This article discusses the importance of monitoring education for sustainable development and global citizenship as outlined in Goal 4, Target 7 of the 2030 Agenda for Sustainable Development. While progress has been made in mainstreaming these concepts into education policies, curricula, and teacher training, simply tracking inputs and processes is not sufficient. A more rigorous approach is needed to ensure learners acquire the knowledge and skills aligned with the goals of sustainable development and global citizenship. UNESCO's existing mechanism for monitoring relies on member state reports that often have low response rates and quality, so it requires complementing with other assessment methods focused on learning outcomes.
The document discusses definitions of curriculum and programs, providing several perspectives from experts. It notes that curriculum encompasses the content taught, objectives, sequencing, and assessment of student learning. A program is a broader framework that can include multiple projects or courses directed toward a common goal. The document then traces the history of education in the US, from the colonial era emphasis on education for the wealthy to the establishment of compulsory public schools and increasing access over time. It discusses ongoing debates around the purpose and content of education at elementary, secondary, and post-secondary levels.
This document discusses the role of higher education and the use of information and communication technologies (ICT) in teaching and learning. It notes that higher education shapes students' behaviors, minds, and values. It also outlines several approaches to integrating ICT in the classroom, such as complementing existing lessons or enhancing student learning. The document emphasizes that effective use of ICT can motivate students and make classes more dynamic, but teachers need training to incorporate digital tools and resources pedagogically.
This document provides a brief history of education reform in America from the 19th century to present day. It discusses how education has changed from an emphasis on memorization and the 3 R's to preparing students for a digital global economy. Key figures like Jean-Jacques Rousseau, Horace Mann, John Dewey, and Maria Montessori influenced education philosophy and approaches. Federal involvement has increased through acts like Brown v. Board, ESEA, and NCLB to address issues like desegregation, funding, and standards. Current trends integrate technology while older approaches come and go. Challenges remain around teacher and funding issues against a backdrop of constant reform debates.
Inclusive Learning in a Time of Crisis: disruptive migrations and pedagogies ...Alan Bruce
Presentation at New Education Forum in European Parliament, Brussels (17 November 2016). Looking at educational integration, migration and integration of refugees.
MAP 504 INTERNATIONALIZATION OF EDUCATION : CURRENT AND FUTURE ROLE OF WESTERN COUNTRIES IN GLOBAL HIGHER EDUCATION
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : MRS. GREGORIA M. SANTOS, MAEd
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
THE COLONIAL PAST
THE PEDAGOGY OF PESTALOZZI
THE FUTURE:
ACADEMIC FREEDOM AND THE TURN OF ROLES
Ivan Illich criticized compulsory schooling on several grounds: (1) It perpetuates social inequalities by privileging children from wealthier families who have more opportunities to learn outside of school. (2) It monopolizes education and discourages other institutions from taking on educational roles. (3) Equal access to schooling has not created an equal society. Western education in Africa aimed to establish European control, transmit their values and priorities, and change African modes of production. The ideology of Christian National Education in South Africa emphasized racial segregation and molding children into the Afrikaner image.
Globalization has both positive and negative impacts on education. Positively, it has led to growth in educational facilities and developments in technology and communication. However, it has also led to education becoming more market-oriented and a reduction in human interaction as methods shift to electronic formats. While technology has increased access to education, it also risks marginalizing traditional teaching methods.
Unveiling the Intrinsic Importance of Education in the Human Journeyamankhan99101
Embark on a journey to unravel the profound significance of education in the human experience. Beyond the confines of mere academic pursuits, this exploration delves into the intrinsic value that education imparts to individuals, shaping minds, fostering growth, and becoming a guiding force on the path to a brighter future.
Keynote presentation - with a challenge - for the Upper Hutt Cluster of schools - 31 January, 2020. How can we work to ensure our school programme for 2020 is truly 'future focused'?
The document discusses the history and definitions of curriculum. It explains that the term "curriculum" was coined by Franklin Bobbitt in 1918 to describe the experiences learners acquire in school. It provides definitions of curriculum from Bobbitt and other theorists. It also outlines four philosophies that have influenced curriculum approaches: perennialism, essentialism, progressivism, and models including Tyler's model from the 1940s.
SSAT Conference Session
https://www.ssatrust.org.uk/sites/NationalConference2010/abouttheevent/Pages/fridaykeynotevideos.aspx for a video of David Lambert in action...
Redefining Education in America Cultivating Ethical & Moral LeadershipAnne Hamilton
This document discusses the need to redefine American public education by integrating moral and ethical teachings from Eastern philosophies like Buddhism and Confucianism. It argues that the current education system focuses too much on training students for jobs and the economy, rather than cultivating qualities like compassion and wisdom. Incorporating mindfulness practices and principles from great historical teachers could help address issues facing today's students and society. The document provides numerous examples and studies supporting the benefits of teaching mindfulness and moral philosophy in schools. It asserts that reorienting education in this way would better prepare students for the complex problems of the modern world.
This document announces a call for papers for a special issue of Neo-Victorian Studies on the theme of Neo-Victorianism and Discourses of Education. It discusses how many neo-Victorian novels engage with educational settings from the 19th century like universities, schools, and tutoring. It also addresses how these works contribute to ongoing debates about inherited Victorian ideas around the purposes of education, such as character building, access to education, and its role in the economy. The call invites submissions that explore these themes and how neo-Victorian works appropriate and respond to 19th century models of education. Possible topics of interest are also outlined.
This document discusses the current problems and future challenges facing higher education in India. It notes that while universal access to education has benefits, it has also led Indian universities to lose their elite character and take on an unhealthy organizational climate. The three main organs that comprise a university - students, faculty, and administrators - are not always functioning in harmony. In particular, the vast expansion of students admitted in an unplanned manner has introduced heterogeneity and caused problems as universities have become "multiversities". Moving forward, the document argues that higher education should be more discriminating and selective in order to cultivate intellectuals and develop thinkers and leaders for the nation.
21st century Edn. and strategies( School Based Inservice program)Chumey MSS
The document discusses 21st century education and skills. It emphasizes teaching students skills like critical thinking, collaboration, communication and using technology to solve real-world problems. 21st century education focuses on active, project-based learning where students learn by doing rather than passive learning. It identifies seven survival skills needed for students to succeed in today's world: critical thinking, collaboration, adaptability, initiative, communication, accessing information and imagination. The document also outlines a framework for 21st century learning that incorporates core subjects with themes of global awareness, financial literacy and more. It discusses learning skills in the areas of learning and innovation, technology and life/career. Finally, it compares traditional 20th century classrooms to 21st century classrooms
Study about the intellectual and philosophical challenges faced byaism hafeez
Students today face various intellectual and philosophical challenges. These include religious fanaticism, Islamophobia, materialism, secularism influences on education. Historically, Muslim students flourished during the Islamic Golden Age but then declined due to colonialism. Western concepts like nationalism replaced Islamic transnationalism. Now, students must address these challenges through understanding the Quran and promoting moderate Islamic teachings of patience, mutual respect among cultures, and not judging all by the actions of a few. This research aims to identify challenges faced by secondary students and ways to resolve them based on Quranic guidance and scholarship.
The document profiles influential figures in education from the 17th century to present day. Some of the key people mentioned include John Amos Comenius, who helped establish the modern school structure; John Locke, who articulated the relationship between education and self-governance; Jean-Jacques Rousseau and Maria Montessori, who advocated for student-centered learning; and more recent reformers like Diane Ravitch, Linda Darling-Hammond, and Anant Agarwal, who are shaping the future of online education. The profiles provide brief overviews of these individuals' biographies and their significant contributions to the field of education.
Professor Sir David Watson Keynote - Higher Education and the Question of Con...johnroseadams1
A keynote speech delivered to the Widening Participation Conference 2012 'Discourses of Inclusion in Higher Education' 24-25 April 2012 www.open.ac.uk/disourses-of-inclusion
Creative pedagogy is the science and art of creative teaching. It teaches learners how to learn creatively and become creators of themselves and their future. Creative pedagogy helps learners develop skills like self-motivation, confidence, curiosity, and flexibility. It works to transform classrooms into creative learning environments that allow learners to innovate and create by taking risks and thinking imaginatively. The goal of creative pedagogy is to transform any subject class into a creative teaching process that produces creative learners who are more efficient than those produced by traditional schools.
Similar to The Changing Fabric of Education: Impact on Intellect and Industry (20)
The education all over the world and in India is experiencing a massive change. How and what this change will affect our lives?
This presentation tell us about the evolution of education over time.
This document is a webinar on photography presented by Abhishek Bagchi. It covers topics such as different types of cameras, the art of composition, and basic techniques for types of photography like portraits, landscapes, and street photography. Camera equipment like lenses, filters, and lighting are also discussed. The webinar encourages participants to submit their best photos for a workshop and provides resources for further learning about photography.
This document contains the rules and questions for a preliminary quiz competition hosted by RMPS International School. It states that there will be 26 multiple choice questions with alphabetically ordered answer choices, and that questions 5, 10, 15, 20 and 25 are star questions that could be used to break ties. It provides the time limit of 40 minutes and instructions to submit answers via a Google Form. The document then lists 26 questions on various topics ranging from places, movies, sports, science, and more.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document contains the rules and questions for an inter-house quiz competition for seniors. It states that there are 26 multiple choice questions covering topics like famous companies, geographical regions, animals, diseases, and sports. It emphasizes that spelling mistakes will not be strictly considered unless they change the word, and that starred questions will be used as tie-breakers.
This document is a photography workshop presented in chapters that covers topics such as camera types, photography basics, composition, types of photography and resources. It begins with introductions and discusses the differences between cameras and the human eye. Subsequent chapters address factors that impact exposure; aperture, shutter speed, ISO and how they work together. Other topics include lenses, equipment, composition techniques and genres of photography like portraits, landscapes and street photography. The workshop concludes with an overview of the next version and resources used.
A Quiz by ABHISHEK BAGCHI, representing WETWARE, in PAILAN COLLEGE of MANGEMENT and TECHNOLOGY fest ANTIMATTER 2012.
Uploaded one round INFINITE BOUNCE of the Technology Quiz TECHQUEST.
Feel FREE to send me the answers at samabhi4all@gmail.com or post as a comment. It is very important for us to get feedback from YOU so please do respond and comment.
More rounds can be uploaded on request.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
3. CONTENT
• The Evolution
• The Disruptions
• The Paradigm Shift in Education
• Impact of Covid 19 Pandemic in Education
• Challenges & Solutions
• The Way Forward
3
4. THE EVOLUTION
“The only person who is educated is the one who has learned how to change.”
-Carl Rogers
4
5. EVOLUTION OF EDUCATIONTIMELINE [B.C.]
5
Egypt's Middle
Kingdom
• Around 2061 BC
China Xia dynasty/
Yao & Shun
• Around 2050 BC
Indian Vedic
Education
• Around 1500 BC
Confucius in Japan
• 6th Century BC
Greece & Rome
• 5th & 4th Century BC
Takshashila India
• 5th Century BC
6. EVOLUTION OF EDUCATIONTIMELINE [A.D.]
6
Roman Catholic Church
(Early Middle Age)
•Around 500 AD
Nalanda, Takshashila,
Ujjain & Vikramshila
University
•Starting from 5th Century AD
Islamic Education
•Around 11th Century AD
The Renaissance in
Europe
•13th Century AD
Aztec & Inca
•Starting from 15th Century
AD
East India Company
•18th Century
Invention of
Blackboard
•Around 1801
Introduction of Pencil
and Paper
•Around 1900
Factory Model School
•20th Century
Maria Montessori
•20th Century
First Computer Used in
School
•1959
National Policy in
Education
•1968
RTE & Compulsory
Education Act
•2009
New National
Education Policy
•2020
7. THE DISRUPTIONS
“Change is inevitable, and the disruption it causes often brings both inconvenience
and opportunity.”
-Robert Scoble
7
8. THE INVENTION OF
WRITING
At one time education was conveyed in the form
of entertainment, in the same way that we
consume movies, television shows and music.
Educators were once famous entertainers and
artists, like our musicians and actors.
Much of the following history of education
involves a conflict between the providing of
information to be memorized and a more
personal interaction between the student and
the teacher able to provide demonstrations of
skills, methods of thought, and modes of
behavior.
8
9. THE RISE OF MEDIEVAL
GUILDS
Within the Medieval Period several
developments led to dramatic changes in the
forms education takes. One of these key
changes was the rise of groups of craftsmen
who, often in secret, developed and maintained
standards for their areas of work. These became
professional guilds.
Guilds served to refine and standardize a unique
model of education, specifically apprenticeship,
through which students studied for a particular
amount of time with a mask of a craft before
gaining the status of a legitimate craftsman.
9
10. THE ESTABLISHMENT OF
UNIVERSITIES
The largely practical guild networks protected
within the free cities soon gave rise to a very
different model of education, that of the
university. Universities started out as
themselves guilds, although they tended
towards more advanced scholarly activity than
the craft skills of concern to most guilds.
10
11. COLONIALISM
Throughout history education has been tied to
issues of political power. As Europe expanded
its political and religious influence through
exploration, conquest and colonization it brought
with it models of education intended to help
solidify its world power. The 18th and
19th Centuries saw massive world-wide changes
to education fueled by the needs of colonial
governance in places like Africa and India.
11
12. THE INVENTION OF THE
FEMALE TEACHER
Sexism and the systematic denial to women of
access to education loom large in the history of
the world. It is interesting, however, that the
creating of the image of the female teacher was
a valuable, if limited, move in the war for sexual
equality and a decisive development in the
history of education.
If you consider the power involved in the role of
educator it is clear that for much of history the
secondary status of women was maintained by
distancing them from knowledge. The entrance
of women generally into education was a
decisive revolution in this history and it occurred
in large part due to the work of several hardcore
female writers and teachers.
12
13. WORLD WAR II
World War II taught the nations of the world the
lesson that education, whether used in the
invention and breaking of secret codes or the
development of planes and city-leveling bombs,
decides wars. In fact it has often been
suggested that a large part of why the war went
in the direction it did was because the Nazis had
driven out many of their best scientists.
It was considerations like these that contributed
to the largest expansion of education in the
United States in history at the same time that
other countries were pursuing similar
expansions.
13
14. THE INDUSTRIAL
REVOLUTION
Rise of industries created demands of
standardized workers with some specific skills.
This resulted in some standardized curriculum
and assessment policies that is still prevalent in
our modern education system.
The objective of that education was to create
prototypes. Later on that education system was
often referred as ‘factory model education’.
14
15. ADVENT OF INTERNET
Internet has provided the opportunity to gather
information from multiple resources for free.
This open source medium is reducing the gaps
between the much and the less privileged. The
information from different parts of the world are
now available through any electronic devices.
As time goes, the availability of this potentially
infinite information will be available to more
people at a time.
15
16. COVID 19: THE PANDEMIC
Around 1.6 billion students were put out of
school for more than a year.
1.5 million schools remained closed in India
during the pandemic. 247 million Indian students
are affected.
Only 24% of Indian household had access to
internet.
16
17. THE PARADIGM SHIFT IN EDUCATION
“Paradigm shifts aren’t always obvious when you’re in the middle of one.”
-Michael Brune
17
19. THE SHIFT
20TH CENTURY LEARNING
• Teacher-centric education
• Lecture based teaching learning
• Passive learning
• Knowledge based learning
• Text book as primary resource
• Assessment of learning
• Core subjects given highest importance
• Corporal punishment prevalent
• Student-centric; student is the center of
learning
• Activity based student engagement
• Active learning
• Skill based learning
• Text book as one of the resource; varied
teaching aids and resources
• Assessment for/with learning
• Multidisciplinary & Interdisciplinary teaching
learning with dynamic & flexible curriculum
• No corporal punishment
21ST CENTURY LEARNING
19
20. 20
• 21st Century Skills
• Hybrid learning
• Inter/multi-disciplinary learning
• Experiential learning
• Gamification in learning
• STEM
• Social and Emotional Learning
21ST CENTURY LEARNING
21. IMPACT OF COVID 19 PANDEMIC IN EDUCATION
“Covid 19 will reshape our world. We don’t yet know when the crisis will end. But
we can be sure that by the time it does, our world will look very different.”
-Josep Borrell
21
23. 1918 Spanish Flu outbreak witnessed millions of death and schools were closed for 15 weeks and more…
even after opening, the school students maintained strict precautions.
23
27. GROUND REALITIES
27
• Schools are closed.
• Presently we are uncertain about reopening.
• The world, under pressure, is moving online.
• Teachers have planned for remote lessons, often with very little
notice.
• Used to predictable, standardized, repetitive routines, it is proving to
be a huge challenge for the teachers.
• Blended learning (offline & online simultaneously) with inadequate
technological support is a next to impossible job for the teachers.
• It is a huge leap out of their comfort zones.
• To move from a fixed mindset to a growth mindset under physical,
psychological, economical and social stress.
28. A DAY INTHE LIFE OF…
28
A LOCKED(?)DOWN TEACHER
A LOCKED (?)DOWN PRINCIPAL
A LOCKED (?)DOWN SCHOOL
OWNER/PROMOTER…
(Strictly Professional?)
29. Locked down Teacher
• Planning for lesson
• Implementing the plan
• Assessing the lesson
• Assessing learning
• Meeting students need
• Meeting parents need
• Managing household
• Managing insecurities
• Filling the gaps
• And…
Locked down Principal
• Supervising the
implantation model
• Assessing the model
• Redesigning the model
• Capacity building of
teachers
• Scaffolding teachers & staff
• Meeting students & parents
need
• Meeting senior
management needs
• Keeping the team spirit
intact
• Mitigating damage
• And…
• Mitigating the damage
• Managing budget
• Paying salaries on time
• Planning for future
• Providing support to the
team
• Sustaining the School
• And…
Locked down Promoter
35. CULTURAL IMPACT
35
Home maker
before teacher Family before
Profession
Patriarchy Fixed Mindsets
Refusal to adapt Challenged Mindsets
Threatened
Mindsets
Panic Mindsets
36. FINANCIAL IMPACT
Importance to
adaptive roles
Prolonged
lockdown
limitations
Household
Help wages
Burn through
savings
Will I get my
next salary?
EMI
Economy in
Free Fall
37. PEDAGOGY & ASSESSMENT IMPACT
How to assess?
How to
invigilate?
Transforming
existing
pedagogies for
remote
learning
How to
administer?
How to report?
40. 40
STUDENT’S PERSPECTIVE
Physical
•Limited scope of movement results in lack of exercises.
Psychological
•Being constantly getting dominated and staying under supervision creates an immense emotional
stress.
Socio-Emotional
•Hardly anyone listens or understands the emotional needs of the young learners.
Cultural
•The likes and dislikes of the students are naturally different than the adults which in turn creates rift.
Technical
•Most of the time they suffer from unavailability of devices or lack of proper internet bandwidth.
Operational
•Working from home means working from a comfort zone that requires tremendous self motivation.
41. 41
PARENTS’ PERSPECTIVE
Physical
•Staying in close proximity with the child often results in some unwanted conflicts.
Psychological
•Constant intervention and supervision results in a feeling of loss and that creates unnecessary stress.
Socio-Emotional
•Comparison with neighbour coupled with lack of knowledge in learning pedagogies creates unnecessary
tension.
Cultural
•High expectation of parents on their child creates added pressure on both.
Technical
•Lack of technical knowledge and inability to provide the child with adequate technical support results in
stress.
Operational
•Managing household work and satisfying the needs of the child is challenging enough.
42. THE NEW SET OF CHALLENGES…
IN ADDITIONTOTHE OLDER ONES…
STUDENTS,TEACHERS,PARENTS ETC..
42
• POWER CUT
• SYSTEM INCOMPATIBLE
• SYSTEM NOT WORKING
• CANNOT HEAR YOU
• VIDEO NOT RECEIVED
• LP NOT RECEIVED
• CLOUD AND WORK SYNC
OFF
• DELIBERATE MUTING
• NETWORK PROBLEM
• INTERNET PROBLEM
• DEVICE PROBLEM
• DAD/MUM/BROTHER/SISTER
USING DEVICES
• DATA PACK EXHAUSTED
• OUT OF COVERAGE AREA
• MESSAGE NOT RECEIVED
• EMAIL NOT RECEIVED
43. 43
10
30
50 50
30
20
30
70
90
100 100
80
100
90
Physical Psychological Socio-Emotional Cultural Pedagogical Technical Operational
Challenges Faced by Teachers Pre and Post Covid-19 Outbreak (in percentage)
Before Lockdown After Lockdown
Data collected from 300 teachers all
across the country
46. 46
Physical
• Exercise/Yoga 10 minutes
• Get up from your chair every 20
minutes
• Walk around the house every 40
minutes
• Create mutual spaces for each
family members inside the home.
• While delivering live synchronous
lessons, after each 15 minutes
there must be a 2 minutes
stretching break.
• Reduce screen time
• Maximum 3 hours
• To be reduced for lower classes
Psychological
• Practice meditation/yoga or at
least listening to music or dance
or doing art.
• Explore some of your hidden
interests like playing musical
instruments, reading, gardening,
origami, writing, singing, dancing,
etc.
• Talk to people whom you admire.
• Speak to an expert if required.
There is no shame to speak to a
psychologist.
Socio-Emotional
• Schedule your work. Make an
internal time table and display it
for everyone in the family.
• Make sure to have a family time
(specially during the lunch-dinner
time) where the whole family sits
together and talk. No electronic
devices must be on during that
time period.
• Involve other members in your
work and explain them the
gravity of your work.
• Write a log everyday of your work
and if possible publish it in a blog.
• Never ever talk to your
neighbours about your work.
47. 47
Cultural
• Explore all positive
news. Ignore negative
talks around you.
• Identify a mentor in
your circle and make
sure you talk to
him/her everyday.
• Try to appreciate the
perspective of other
members in your family
and accept mistakes.
Pedagogical
• Research, research and
research.
• Play with your strength.
• Never hesitate to try
new things or even
imitate some new
teaching learning
strategies that you have
come across.
• Communicate with
your peers and
mentors, learn from
them continuously.
Technical
• Stress on asynchronous
communication more.
• Make sure the lesson
that you are making is
of high quality before
you move to some new
technology.
• Never hesitate to ask
for help.
• Practice in a demo
environment enough
before trying it actually
with students.
Operational
• You need to create your
priority list and make a
schedule accordingly.
• Read about urgent-
important quadrant
and practice that in
your life.
• URGENT & IMPORTANT
• URGENT
• IMPORTANT
• ROUTINE
48. THE WAY FORWARD
“The future of the world is in my classroom today.”
-Ivan Fitzwater
48
49. 49
I do not know…
I made a mistake…
I apologize…
I have failed…
Thank you…
THE FIVE ENDURING MANTRAS FOR AN EDUCATOR
50. THE SILVER LINING
50
Post-Covid We Will Value Our:
Sustainable environment
Health and hygiene.
Relationship more than before.
Physical labour and specially the importance of those serving you from lower
economic/social strata of our society.
Selflessness and interdependency
Our new sets of skills/competencies
Our ability to sustain with minimum resources
Holistic, problem/solution based learning
And
Schools will never be closed from now onwards.
51. 51
• Personalised Learning
• Augmented Reality
• Artificial Intelligence
• Machine Learning
• Robotics
• IoT
• Cryptocurrency & Blockchain
• 3D Printing
• CRISPR, Biohackers
• Big Data
• Sustainability
• Collaboration
THE FUTURE OF EDUCATION
COVID-19 SHOWED USTHATTHE
EDUCATION COMMUNITY NEEDTO BE
MORE CREATIVE, INNOVATIVE, AND
ENABLE NEW MODELS FORTHE
TEACHING LEARNING PROCESS, IN
CONSONANCE WITHTHE NEEDS OF
THE FOURTH INDUSTRIAL
REVOLUTION, ANDTHE REST OF 21ST
CENTURY…