14 January 2023
By Rakesh Kalia
As technology continues to advance, the way we learn is changing. One of the most significant trends in education is the growing use of evidence-based learning. This approach to education is focused on using data and research to inform instruction and improve student outcomes.
The use of evidence in education is not a new concept, but it is becoming increasingly important as the field of education becomes more data-driven. With the advent of technology, it has become easier to collect and analyze data on student learning. This data can be used to identify areas where students are struggling and to target instruction to meet their specific needs.
One of the key benefits of evidence-based learning is that it allows for a more personalized approach to instruction. By using data to identify individual student needs, teachers can create instruction that is tailored to each student. This can lead to increased engagement and improved academic performance.
Another benefit of evidence-based learning is that it allows for continuous improvement. By using data to track student progress, teachers can identify areas where instruction needs to be adjusted and make changes in real time. This can lead to more effective instruction and improved student outcomes.
Evidence-based learning also promotes accountability. Data-driven instruction makes it possible to track student progress, and this accountability can help to ensure that instruction is effective. Furthermore, it is easier to measure the impact of instruction and identify areas where it can be improved.
However, it's important to remember that evidence-based learning is not a one-size-fits-all solution. It's important to consider the context in which the instruction is taking place and to take into account factors such as cultural and socio-economic background when interpreting data.
In conclusion, evidence-based learning is the future of education. It allows for a more personalized approach to instruction and promotes continuous improvement and accountability. As technology continues to evolve, it will become even easier to collect and analyze data, making evidence-based learning an increasingly important part of the education landscape.
16 September 2021
By Sirina Kalia
Nelson Mandela said "No country can really develop unless its citizens are educated. Education is the most powerful weapon which you can use to change the world. Education is the great engine of personal development."
But what really is education? According to Wikipedia, “Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, morals, beliefs, and habits.” However, to understand education, its dual objectives must be acknowledged, i.e. one, to help people improve their qualities of living and, two, develop a world worth living in for the present and coming generations. Billions of people in this world and it isn’t a layman’s task to understand each one them. One must find a tool, in order to facilitate connection and building relations amongst the vast diversities. Thus, education is the tool that helps people relate to each other as well as the world, and form cultures and democratic societies based on reason, creating a harmonious environment for the generations, present and future to build a life and a world worth living in.
The History of Indian Education System
Prior to the vedic age, that emerged around 1500 B.C., education was mainly imparted by the parents to their children, related to their respective occupations. Two systems of education emerged following the vedic age, i.e. The Vedic and The Buddhist. The Vedic system followed the Vedic texts, the Vedas, Vedangas and Upanishads, while the Buddhist system considered imparting the thoughts of the traditional Buddhist schools. The “Gurukul” tradition was in vogue, wherein the students were certain to devote their early, about twelve years of their lives to their Gurus, who would, in turn bestow them with knowledge. This knowledge ranged from medicine to warfare to the arts, all prescribed in the sacred texts. The pupils participated in the daily chores of the ashrama or their teacher’s house, where they resided for all those years. Education for them would be without any cost, while they formed sacred bonds with their gurus and revered them throughout their lifetime. Higher education was provided in auspicious institutions of those times, which were the universities of Nalanda, Takshashila, Gandhara, Vikramashila, etc. Each of these universities provided holistic learning to all their scholars, although they specialised in particular arenas, such as, Takshashila was primarily a Buddhist centre of learning that attracted students from all over the world until it was destroyed in the 5th century. The legendary Indian Grammarian, Panini, who wrote the Ashtadhyayawas an expert teacher in this centre. Educationists similar to Panini together became the reason of the university gaining successful expertise in its academics. Another 5th century illustrious university was the Nalanda University, famous for its studies in medicine, mathematics, arts of warfare, politics, yoga, astronomy, etc. It is believed that the library of this centre housed about 9 million manuscripts that kept burning for around 120 days after the university was burned and destroyed by the Islamic invader, Bakhtiyar Khilji in the 12th century. This system of education was based on pragmatism, focusing on spiritual, moral and physical aspects of life, through methods like storytelling, introspection, seminars, practical studies, etc. It eventually aims to develop a sound mind in a sound body. Women during those times would be essentially highly educated. They were primarily trained in household activities, dance, music, religious poems and songs. However, a lot of scholarly women also existed, consisting Maitreyi, Indrani, Gargi and Apala. The lessons were imparted essentially via oral recitation and the pupils were expected to memorise them by heart and implement them through the course of their lives.
Annihilating the pragmatism
Lord Macaulay addressed the British Parliament on 2ndFebruary 1835, saying, “I have travelled across the length and breadth of India and I have not seen one person who is a beggar, who is a thief such wealth I have seen in this country, such high moral values, people of such calibre, that I do not think we would ever conquer this country, unless we break the very backbone of this nation, which is her spiritual and cultural heritage and therefore, I propose that we replace her old and ancient education system, her culture, for if the Indians think that all that is foreign and English is good and greater than their own, they will lose their self-esteem, their native culture and they will become what we want them, a truly dominated nation.” The Indians, irrespective of their castes, were a competent race after passing out from their Gurukuls, at such young ages of 16-18, compared to the western-influenced system, where real education to an extent commences at an age of 16. Many foreigners came to India attracted by its abundant wealth. Before the British, India’s share in world exports was 19%, whereas Britain’s was merely 9%. Looking onto the present success of those evil ere sharp minded Europeans, India’s share has now dropped down to 0.5%. This success relied upon the imposition of the “White Man’s Burden” on the “natives” (all Indians) in order to “civilize” them.
About 35-50% village lands were revenue free that were utilised to fund Gurukuls. The Britishers’ brought those down to 5% and in turn ensured forming an education board to take care of education, cutting those costs. Even spending a nominal amount of one lakh rupees on the education of infidels seemed too high for them, for which they brought Lord Macaulay in.
The decentralised form of education that encouraged logic was the backbone of Indian system, and this is what Macaulay intended to break, that he successfully did so by ratifying his ‘minutes’ in 1835, bringing in English as the medium of study, a powerful move to rock and sway the foundations of India’s ancient culture, destroying it pillar by pillar. This minute move along with the process of downward filtration shaped what today’s India looks like, caste-ridden and mere hypothetically literate. After its implementation, he even wrote to his father on 12thOctober, 1836,” Our English schools are flourishing wonderfully; we find it difficult to provide instruction to all. The effect of this education on Hindus is prodigious. No Hindu who has ever received English education ever remains sincerely attached to his religion. It is my firm belief that if our plans of education are followed up, there will not be a single idolater among the respected classes 30 years hence. And this will be effected without our efforts to proselytize; I heartily rejoice this prospect”. This emphasizes the driving force behind all their motives, proselytization and destruction of nation. The British invaders might have left the country, but they left behind a legacy of colonised minds, that till date depend upon western universalism and tend to brush aside the Macaulayian menace. We forget pondering over our Vedic universalism, the “Indian thought process” to look for solutions, disregarding our own philosophy, wisdom and posterity, for which has been a witness to history, forms the grounds of destruction.
The current scenario
The system of education laid down by the Britishers has been continuing since, with many changes and amendments introduced in the past more than 70 years. It might not now be possible to return back to the old ways, however, efforts must be made and voices must be raised to extract maximum quality out of the current scenario.
Today, India consists of 1.5 million schools, with more than 260 million school-going populace. As for higher education, India holds about 751 universities and 35,539 colleges, with the biggest advanced education framework on the planet.
According to the IBEF, Indian education sector stood at a value of US$ 91.7 billion in FY18, and by 2025, the higher education segment is projected to reach US$ 35.03 billion.
India is the second-largest e-learning market following the US, with more than 9.5 million users, numbers escalated with the rise of the COVID-19 pandemic. Education sector has always been the top priority of the decision makers, which they manifested by allowing the 100% influx of Foreign Direct Investment in the education sector, making it up to US$ 3.24 billion. The government has come up with many reforms and policies in the past and the present, such as the Kaushal Bharat, Kushal Bharat Yojana, which was a skill-based initiative, and the New Education Policy (NEP) 2020, that has been designed keeping in mind the 2030 Agenda of Sustainable Development Goals. Many such initiatives have resulted into some significant improvements in the past, some of which are:
1. Singapore having its first skill development centre in Assam to provide Vocational training to the youth
2. Credit arrangement from the World Bank under the SANKALP (Skill Acquisition and Knowledge Awareness for Livelihood Promotion) project.
3. IIT Delhi gaining the 145th rank in the Global Universities ranking.
However, the loopholes that exist still in the system, primarily at the grass-root level cannot be avoided in order keep in line with the aspect of Sustainable Development that will further decide the fate of the future minds.
All that is troublesome
In spite of all the efforts and schemes by the government, primary education is not entirely accessible to all, due to sheer lack of infrastructural facilities and good educators at the grass-root level, so is the quality of education provided to the handful. This further dwindles the enthusiasm amongst students to pursue knowledge, forming various roadblocks in their path of learning. This has also been the outcome of privatization of education, where those who have the ability to pay, receive improved opportunities. Thus, education is a basic right for all, but it should be accompanied with holistic development as well. Competency of the students nowadays is measured by how much they score in 3-hour theoretical exam, with almost nil attention paid to their practical knowledge. What lacks is an all-round development. The system has been made even more unjust by compelling the students to study unnecessary subjects in the curriculum for 10 long years, without paying attention to their personal interests and further needs. Every child does not wish to become a scientist, but they need to live in the society and the market. We tend to teach a future singer how many bonds must be made between C and O to form a “CO2”, but do not consider giving her some financial literacy that might assist her in handling those balances, or do not tell her how to cope up with mental health issues that might arise as soon as she faces her first rejection. This depicts inconsistency of the current Indian education curriculum. However, it isn’t only the curriculum, but the methods of teaching, lack of enthusiasm amongst the kids, teacher-student relationships and the correct vision of learning that needs mending. It seems, neither are the teachers interested in teaching, nor are the students encouraged to learn. The rote learning method narrows the critical thinking of the student, as well as the restlessness within the teachers to complete such vast syllabus in due time as well some of their incompetency to answer high order thinking questions gives little chance for both teachers and students to engage into an enthusiastic and interactive discussion.
8 September 2021
By Rakesh Kalia
INTERACTIVE BLENDED LEARNING THROUGH MLM and CBC
Different schools we are associated with have different reasons for going blended. Indeed, they all started with a distinct goal or rallying cry that led them to their own unique blended learning programs. New models are cropping up in across the world including India. I’m excited to see the progression of blended learning in India and am hopeful that these programs will transform students learning across the country.
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