How To Improve Education System In India?

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How To Improve Education System In India
Teacher training – This country has a number of dedicated and good teachers but the saddest thing is that they always get very little training to teach. However, teacher training is another key of improving the education system of India. Proper training does not only explain that the teachers are updated with the changes of time but it also develops the country’s education system.
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What changes can be done in Indian education system?

Some major changes according to the new education policy, the 10+2 school education system will be replaced by the 5+3+3+4 system. The policy also has emphasised on the promotion of online as well as open and distance education.
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How can education efficiency be improved?

Internal efficiency of education can be improved in two ways: (a) by reallocating resources from inputs that have smaller efects on learig to those than have larger effects on leaming, that is, by increasing outputs associated with given levels of resources, and (b) by reducing overall resources while maintaining
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How should the country’s educational system be reformed?

What enables some countries’ education systems to succeed in the global knowledge economy? Vivien Stewart, senior advisor to Asia Society, offers advice to districts and states based on the lessons in her new book, A World-Class Education: Lessons from International Models of Excellence and Innovation (ASCD 2012).

The Editors by Vivien Stewart Hundreds of reforms are introduced into school systems around the country every year in curriculum pedagogy, governance, technology, and so on. Unfortunately, most fail to achieve the substantial improvements in student achievement that their advocates hoped for and, overall, U.S.

educational performance has been flat for the past twenty years. We now know that a number of other countries have gotten a lot better than us, accelerating educational improvement in a short time and on a large scale. Their success in improving hundreds of schools is inspiring.

But what exactly has enabled them to raise their game and become global high performers? And are there lessons for U.S. schools? My new book tells the stories of five very different systems—Australia, Canada, China (Shanghai), Finland, and Singapore. Despite differences in the details of policies and practices, as well as in the cultural contexts and political systems in these countries, there are clearly some common drivers of success.

Here are the ten big lessons from the world’s top-performing and rapidly improving systems: 1. Long-Term Vision The leaders of countries with high-performing education systems share a palpable conviction about the centrality of education to their dreams for their society—to raise people from poverty, achieve greater equality, develop a well-functioning multi-cultural society and, certainly, create a thriving economy and a growing number of good jobs.

Each of these systems has a long-term vision for how education can achieve this, which is widely shared inside and outside the education system. In Singapore, for example, the vision helped to propel their economy from third world to first; China’s 2020 vision was developed with online input from millions of people and includes universal high school graduation and world-class universities; Alberta asked all its citizens to contribute to a dialog on what the educated Albertan of 2030 should look like.

Finland’s vision was to become a modern society and economy, free from domination by larger powers.2. Sustained Leadership Major reforms are often triggered by an economic, social, or political crisis and may be led by a single strong leader. Such reform efforts can bring about significant improvement within a three- to five-year period, but substantial changes in performance or closing achievement gaps on a large scale require a longer time frame than most political cycles.

Therefore high leadership turnover is a fundamental barrier to sustaining change. Understanding this, the premier of Ontario regularly brought together all the key stakeholders—teachers, parents, business, students—to get buy in, iron out problems as they arose, and maintain sustained support for Ontario’s reforms over a period of many years.U.S.

states and districts could likewise bring together a group of key stakeholders to define a vision for what the educated American should look like in 2030 and to build momentum towards this vision through political cycles and leadership turnover.3. Ambitious Standards Countries that excel set ambitious, universal, and clear standards for all their students, typically at the national or state/provincial level.

  1. The fundamental problem with locally set standards is that they lead to wildly varying expectations of performance and lower achievement overall.
  2. Countries that have historically set standards at the local or state level are therefore increasingly coming together to create common standards across all jurisdictions.

In Australia, for example, states have come together for the first time to create a national curriculum. In Alberta, Canada, standards are set at the provincial level and province-wide curricula and examination systems ensure those in both rural and urban areas have consistent opportunity to pursue these standards.

  • In the United States, the Common Core State Standards are following international best practice in establishing fewer, clearer, and higher standards in some areas, but high-performing systems have standards in all subjects to avoid narrowing the curriculum.4.
  • Commitment to Equity Leaders in every country proclaim their commitment to equity, but successful education systems focus on achieving equity in a strong and deliberate way.

Our mediocre performance on international assessments is due in part to the large percentage of students scoring at or below basic levels. High-performing systems use a variety of approaches to minimize the impact of social background on student achievement.

These include system wide policies like equitable funding, having common high expectations for all students, and ensuring high-quality teachers in every school. They also include classroom-level interventions like focused early literacy and math support and a variety of family and community supports outside of school.

These policies don’t eliminate the gap between the children of parents with widely varying education levels, but they do significantly level the playing field to create a society that is open to talent from wherever it may come.5. High-Quality Teachers and School Leaders Vision, leadership, high standards, and commitment to equity are crucial starting points, but unless they affect teaching and learning in the classroom, they won’t bring about significant change.

  1. There is broad agreement among high-performing and improving countries that no matter what reform strategy they are pursuing, the quality of an education system rests on the quality of its teachers.
  2. These systems adopt policies to attract, prepare, support, reward, retain, and advance high-quality teachers.
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As systems devolve more authority to schools, they need stronger leadership at the school level. School leaders focused on results are able to create the conditions that make effective teaching and learning possible. Many systems—Australia, Ontario, and Singapore among them—have created new frameworks and processes for training school leaders.

In general, high-performing systems put the energy up front in recruiting and supporting high-quality teachers rather than on the back end of reducing attrition and firing weak teachers.6. Alignment and Coherence Lower performing systems have large “implementation gaps” between the policies enacted at the national, state, or even district level, and what actually happens in classrooms.

There are frequent inconsistencies between, for example, the stated policy goals of higher-order skills and the lower-level tests that are used to assess them, or between the goals of schools and the conflicting orientation of the higher education system that produces teachers.

  1. Policies are also frequently enacted without the support to schools needed to carry them out.
  2. Common Core State Standards are a good first step towards higher performance but won’t become the real standards in classrooms unless curriculum, teacher preparation, professional development, and assessment are all aligned and consistent.

In many high-performing countries, consistency is achieved by curriculum or syllabus-based instructional and examination systems, around which everything is aligned. Others have traditions of regular work among teachers within or across schools to raise the quality and consistency of classroom instruction.7.

Intelligent Accountability All systems struggle with the balance between top-down managerial prescription and bottom-up professional judgment. In recent years some systems, like Singapore and Finland, have devolved more responsibility to the school level as the quality of their teachers and school leaders has become stronger and to encourage innovation.

However, other systems where performance has been weak or uneven have used more centralized mechanisms to promote more consistent performance. There is a lot of variation in the design of management and accountability systems. Overreliance on simple student outcome tests for accountability is not effective in moving systems to high performance, but nor is uniformed professional judgment.

  1. High-performing systems combine multi-faceted and transparent accountability, using a broad set of student and school outcomes, with initiatives that build professional knowledge and capacity, thereby creating a culture of continuous improvement and ever-higher expectations.8.
  2. Effective Use of Resources High educational expenditures don’t necessarily lead to high performance.

In fact, many high-performing countries have relatively modest expenditures. That said, resources do matter. Expenditure is an area where more research is needed but it appears that high-performing systems spend money differently. For example, they don’t spend as much of their budget on buildings, sports, administrative positions, or separate special education functions.

They also tend to make different trade offs between class size and time for teachers to devote to professional development. Most fundamentally, high-performing systems have relatively equal expenditures across schools, as well as mechanisms to target more resources at the students who need them most.9.

Student Motivation and Engagement Every country has students with varying degrees of motivation, but the intensity of focus and time on task of students in high-performing systems is striking. High-performing systems motivate their students to study hard through both intrinsic and external incentives.

In Asian systems, the intense belief that effort, not ability, is the prime determinant of success, combined with the high value placed on education by families as a route to social mobility, plus the examination system, create powerful motivation. Students in Finnish classrooms are also intently engaged, but by a different means.

Finnish education is rooted in ideas of discovery and self-directed learning. Teachers are extremely well-trained in this type of education. In Ontario, the focus is on individualization. The system employs student success officers, who work individually with at-risk students to create multiple pathways to graduation.10.

Global and Future Orientation Recognizing the increasingly interconnected and digital world into which we are moving, high-performing systems are going global. These systems are developing a global and future orientation among their teachers, school leaders, and students. They are modernizing curriculum to deal with the imperatives of the 21st century and forming international school partnerships to prepare students to function as workers and citizens in a globalized world, and not just their own local communities.

They also emphasize international benchmarking, constantly looking around the world for international best practices, and using benchmarking as a tool for improving their system. All countries face challenges in adapting their education systems to the vast transformations taking place around the world.

No nation has a monopoly on excellence. None of these lessons is rocket science and many of these elements can indeed be found in districts and states around the United States, but rarely all of them together. Many of the high-performing countries have, in fact, studied the peaks of American research and innovation and then adapted them, often more systematically, to their own systems.

Ours is a very resourceful country. If we combine our own assets with the world’s best practices, we could indeed develop a world-class education system for our children and grandchildren.
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What will be the future of Indian education system?

Page 2 – By making informed and intentional policy choices, critically evaluating and learning from the present and the past, and actively investing towards the larger purpose and shared vision of education, the future will be bright and promising. For the past two days, I was attending a school leaders’ conference in Phuket, Thailand which was on the contemporary topic of the Future of education and skilling in India.

The conference was organised by Goethe Institute, Germany, and was mesmerising. Through the conference I along with many education leaders from countries such as Sri Lanka, Pakistan and India learned about the importance of vocational skills in modern education. Did you Know? Less than 5% of the workforce in the age group of 19-24 received vocational education in India during 2012 to 2017.

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This contrasts with 52% in the USA, 75% in Germany, and 96% in South Korea. Mahatma Gandhi in a poignant quote says: “The future depends on what we do in the present”. India is moving towards becoming a developed country as well as among the three largest economies in the world.

  • India will also have the highest population of young people in the world over the next decade.
  • There will be 180 million youth that will be entering India’s workforce in the next 15 years.
  • And as of now, there is a massive skill deficit of 400 million people in the workforce, posing both a simultaneous opportunity and challenge.

Hence, Teaching for the future, ensuring that students not only learn but more importantly learn how to learn provide high-quality educational opportunities will determine our country’s future. Advertisement The National Education Policy of the Government of India has redefined the parameters of education in many ways.

Vocational (Skill) education plays a very important in this policy. The CBSE is in the process of devising curricula for vocational subjects. NEP 2020 says that the aim must be for India to have an education system by 2040 that is second to none, with equitable access to the highest-quality education for all learners regardless of social or economic background.

So, today, holding Education as the foundation of the future, I would like to throw a light into the future of education and skilling –

  • The first shift we believe will be a global shift in the need for a skilled workforce proficient in multidisciplinary learning. With the rise of big data, machine learning, and artificial intelligence, many unskilled jobs worldwide may be taken over by machines, while the need for a skilled workforce, particularly involving mathematics, computer science, and data science, in conjunction with multidisciplinary abilities across the sciences, social sciences, and humanities, will be increasingly in greater demand.
  • The second shift would be a move towards less content and more towards learning about how to think critically & creatively, solve problems, develop 21st-century skills, and absorb new material in changing circumstances.
  • Addressing ambiguous problems of the future would need not only technical proficiency but mental and emotional resilience to work alongside other people towards a common goal. Hence, the third shift is a reconfiguration towards building life skills, and character that enables learners to be ethical, rational, compassionate, and caring, while at the same time preparing them for gainful, fulfilling employment.
  • The fourth shift would be a focus on high-quality interdisciplinary research across fields that must be done in India and cannot simply be imported.
  • the fifth shift would be Education rooted towards enabling Access, Quality & Equity which will provide all students, irrespective of their place of residence, with a quality education system, with a particular focus on historically marginalized, disadvantaged, and underrepresented groups.

Another shift in the future would be envisioning an education system that’s rooted in Indian ethos contributing directly to transforming India sustainably into an equitable and vibrant knowledge society. By leveraging Indian knowledge systems, it is inimitable artistic, language, and knowledge traditions, it would address local and global needs and instill national pride, self-confidence, self-knowledge, cooperation, and integration in its learners.All of this is aimed to be realised through a restructuring of the school curriculum that is aligned to the needs of students at different stages of their development.

  • Key reforms are undertaken reforming the current nature of school exams to move away from rote based to competency-based learning and assessments is another priority that is primed towards redefining education in the future.
  • The development of vocational capacities will also go hand-in-hand with the development of ‘academic’ or other capacities. Less than 5% of the workforce in the age group of 19-24 received vocational education in India from 2012 to 2017. Hence, in the future, Vocational education will be integrated into the educational offerings of all secondary schools in a phased manner over the next decade.
  • Towards this, secondary schools will also collaborate with ITIs, polytechnics, local industry, etc. Skill labs will also be set up and created in the schools in a hub and spoke model which will allow other schools to use the facility. Higher education institutions will offer vocational education either on their own or in partnership with industry and NGOs. They will also be allowed to conduct short-term certificate courses in various skills including soft skills. ‘Lok Vidya’, i.e., important vocational knowledge developed in India, will be made accessible to students through integration into vocational education courses.
  • As of now, currently, CBSE has started offering around 40 courses (including courses on Artificial Intelligence, Information Technology, and Design Thinking) at the Senior Secondary level which works towards imparting an education that is holistic, meaningful, and skill-oriented which instills among the youth a sense of usefulness and responsibility while also developing key 21st-century skills. In the future, initiatives like Online Entrepreneurship Program, and AI Curriculum can build a robust pipeline of creative and critical thinkers equipped with the right skills and attitudes to enable India in attaining inclusive economic growth and social development. The German dual system of vocational training is a time-tested successful model we can learn a lot from.
  • Last but not the least, the role technology plays in defining the future of education is much larger than we can ever expect. New technologies involving artificial intelligence, machine learning, blockchains, smart boards, handheld computing devices, adaptive computer testing for student development, and other forms of educational software and hardware will not just change what students learn in the classroom but how they learn, and thus these areas and beyond will require extensive research both on the technological as well as educational fronts.

As I quoted in the beginning, “The future depends on what we do in the present”. I believe that our present holds a strong collective desire, actions, and policies to prepare for the future, and shape it too! By making informed and intentional policy choices, critically evaluating and learning from the present and the past, and actively investing towards the larger purpose and shared vision of education, the future will be bright and promising.
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How can we improve education in poor areas?

6. Create community schools – While every community has a school, not every school provides a variety of community resources and supports. Schools can provide more than just academic services. Community schools are an important strategy to support students, especially in high poverty areas.
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What is the future of education?

Project-Based Learning – The future of education is bright for young inventors and innovators thanks to project-based learning. Project-based learning is a teaching method designed to allow students to develop knowledge and skills through engaging projects. How To Improve Education System In India The robot space for 7th and 8th-grade students; Photo Credit: Inventionland Education One way schools are integrating project-based learning into their curriculum is by creating immersive areas in their schools. For example, in partnership with Inventionland Education, the newly opened Berkshire School in Ohio developed innovation areas such as a treehouse space for 3rd and 4th graders, a pirate ship for 5th and 6th-grade students, and a robot space for 7th and 8th-grade students.

  • The spaces promote creativity and collaboration in an immersive learning environment.
  • As John Stoddard, the Superintendent of Berkshire Local Schools, said in a recent Ohio newspaper article, “The concept behind our maker spaces and Innovation Labs ties in perfectly with our project-based learning approach.

We want our learners to understand how the ideas we teach work instead of just memorizing and repeating facts. It’s a far more integrated, comprehensive approach to bringing multiple disciplines into play, much like the real world works.”
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How education in India has improved over the years?

How Indian Education Has Evolved Over The Years Though digital India has been one of the biggest political agendas for a while now, education has been balanced with digitisation, physical activities and quality content By • Sep 7, 2018 Opinions expressed by Entrepreneur contributors are their own.

  1. You’re reading Entrepreneur India, an international franchise of Entrepreneur Media.
  2. Education and the right to education is one of the main fundamental rights of our country’s citizens.
  3. It is compulsory for children aged between 6-14 to have an education.
  4. Over the many years, especially after independence, India has managed to increase its literacy rates to nearly 75%.

It also has more primary education than ever before. There is a lot spoken and written about the education system and the lack of accessibility. We fail to acknowledge that we have come a long way in making our country progressive through education. We are the only country that is in high demand for our skills in the English language.

Our citizens are speaking more than one language and are proficient in English which is a universally accepted corporate and business language. Our education system has made English language as our first language of education. This means that we are as fluent as any native. The knowledge of the English language alone is an advantage over other nationalities when seeking higher education or jobs.

Our education system encourages technology as well. We not only ensure that the children understand and know technology but also encourages the use of it. Most schools today have computers 1:1 and use technology in their teaching as well. Projections, online classes, online access for homework and similar use of trendy technology is making students and to an extend their parents technologically sound.

  • This helps children and parents to stay up to date as well as embrace the fast changing times.
  • It wont be long when all schools are digital.
  • Though digital India has been one of the biggest political agendas for a while now, education has been balanced with digitisation, physical activities and quality content.

Many State boards as well as the Central board have ensured that the textbooks and lessons that children learn within the classroom are up to date as well. They have made sure to include inspiring stories as well as stories that are making the next generation broad minded and not confined to religion or to dated thoughts.

  1. It is making kids respect one another better and accept each others shortcomings.
  2. It is an effort to keep education more human than simply digitised.
  3. In recent times, we have seen that children have been put under a lot of pressure and therefore the education system underwent a serious change.
  4. Parents also demonstrated their frustration when they saw their children were under stress and took drastic steps to release that stress.

In Maharashtra we now allow all children to attend class and be pushed into the next grade until 9th. This is good as well as unhelpful for the children. The education itself is taken for granted by the parents and in turn the kids. They learn but they don’t take it seriously.

  1. Competition is a way to make children enjoy the process of education as well as helps in keeping their memory sharp.
  2. It encourages participation, learning, and exploration of the mind.
  3. The teachers passion, in our observation, has also taken a back seat which is not benefitting the children.
  4. On the other hand, there are any passionate teachers who campaign in their own small way to ensure that the children have a holistic development.

They encourage children to read books, take physical training classes and voice their opinions unabashedly. Efforts at an individual level is truly something that has benefitted education and the children. We needed to appreciate the positive changes that have taken place in the process of bringing better education to the speedy generations.

They are knowledgeable of so any things before they Coe into class. It is now becoming a need to channelise this knowledge that todays kids have, thanks to advancement of technology. It is y appeal to all education institutes, teachers and parents to encourage their children to take education seriously without applying pressure on their progress.

Progress is not not what we see on the report cards, it is in their social and intellectual skills and its applications at their individual level. Appreciation of the children in everything they do and channelising their mistakes to learning fro the is what will make India a highly skilled and civilised country.
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