Indian Education System What Needs To Change?


Indian Education System What Needs To Change
There should be a massive technology infrastructure for education. The outdated models of brick and mortar schools and colleges now need to be replaced by the efficient educational delivery mechanisms that can actually take the wealth of human knowledge to the masses.
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What needs to be improved in our education system?

3. Parent Involvement: – Overall, research has consistently shown that parental involvement in children’s education does make a positive difference to pupils’ achievement. Most children have two main educators in their lives – their parents and their teachers.

  • Parents are the prime educators until the child attends an early year setting or starts school and they remain a major influence on their children’s learning throughout school and beyond.
  • The school and parents both have crucial roles to play.
  • Children achieve more when schools and parents work together.

Parents can help more effectively if they know what the school is trying to achieve and how they can help. A successful system supports more parent involvement in selecting child education and learning process. The school plays an important role in determining the levels of parental involvement in school.
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What is the biggest problem of our educational system?

Adapted and expanded from a paper I wrote on the prompt, “What is the biggest problem facing education today?” The only bad thing about dogs who read is they drool on the pages when excited about an idea ( credit to /u/blrghh ) The biggest problem facing education today is the lack of innovation and mobility in higher education. Because of a number of private and public factors, colleges and universities have turned into massive private businesses with multi million dollar athletic departments and multi billion dollar endowments.

  • Powell ) Dean’s act as global CEOs trying to improve their ever-growing balance sheets.
  • Powell ) Students are seen as customers with low price sensitivity.
  • With student loans funding irresponsible and unsustainable debt fueled growth.
  • International Monetary Fund ) Universities are doing an increasingly poor job preparing students for the current workforce and adapting to the rapid rate of technological change.

( Abel, Dietz and Su ) Students leave higher education unprepared for what the workforce will look like in coming decades. If these trends continue unchecked, the continued decline of the American educational system is certain. Reform is necessary to prepare for the future.

Schools are positioned perfectly to take advantage of a combination of public and private sector factors that have fueled this increase in monolithic structure. Their tax deference under Section 501(c)(3) of the Internal Revenue Code allows schools to eschew the largest drain on income traditional businesses face.

( Exemption Requirements — 501(c)(3) Organizations ) Early 21st century monetary policy and easy lending has opened the doors for a tremendous boom in student loans. Banks and organizations have access to capital at historic low interest rates ( IMF ).

  • Access to cheap capital has subsequently increased the availability of debt.
  • The US Federal Reserve states “Between 2001 and 2016, the real amount of student debt owed by American households more than tripled, from about $340 billion to more than $1.3 trillion.” Likewise, the demand for educated workers has risen with the increase in technology over the last century.

( Chun ) Increasing the likelihood of students being willing to take on large amounts of debt to facilitate their education. At the same time, many of the checks that are naturally imposed in free markets do not apply to educational institutions. There is no direct incentive to “create value for shareholders,” no short selling of educational stocks, no public quarterly reports.

If a Dean or an administration makes poor decisions, the lack of visibility and transparency prevents free market accountability from holding them responsible in any meaningful way. Mistakes made in strategic decisions are often unaccounted for or left unchecked for years. Student loans have likewise ballooned into a $1.4 trillion market ( Federal Student Loan Portfolio ), primarily issued and insured by the U.S.

Department of Education. The actual assets are mostly held by government agencies like Sallie Mae and PHEAA making them the federal government’s largest asset. With a neigh-infinite balance sheet, the US Government is directly subsidizing a private industry with loans (IWP).

  • These conflicting incentives make it increasingly unlikely that the dean or administration will take risks or deviate from the status quo in order to stay relevant.
  • As Naseem Talib talks about in “Antifragile.” The strength of the community is often due to the strength in innovation by individual members.

Risk taken by an individual is beneficial to the whole of the community. An ecosystem is strong when there are many new organisms striving to compete and succeed.( Talib ) The reason startups can be successful when competing against companies with greater resources is that they can iterate and change quickly to adapt to changing market forces in consumer demand in a way that monolithic legacy organizations can’t.

Eric Ries ) This is well illustrated through Facebook’s unofficial motto “move fast and break things.” Indeed the organizations that are successfully transitioning from old managerial practice is to new fast moving decentralize systems are the companies that are the most successful in today’s modern economy.

( Beauchamp, Rose, et al.) Deans and college administrators do not have the incentives in place to facilitate change or adoption of new ideas. Their bloated compensation packages incentivise safe, traditional approaches with marginal improvements. ( Sarros, et al ) In an increasingly volatile world academic institutions are continuing to present old information and seek to improve outdated metrics.

This process of optimizing a legacy system that is struggling to keep up is akin to adding an air intake to a Camry. Unfortunately, the current system results in the vast majority of college degrees failing to prepare students for work in the current global economy. ( Abel, Dietz and Su ) More and more college graduates are working in the fields that traditionally did not require a bachelor’s degree.

This trend has risen significantly since the 2001 recession. ( Abel, Dietz and Su ) A red queen scenario of educational creep. The necessity of a college education is greater than ever but it seems that colleges are increasingly failing to prepare students for entering the workforce.

Jack Ma, Chairman and founder of Alibaba, seventh largest company in the world and China’s second largest company in terms of market cap emphasizes the value of specialized education in numerous interviews. In one such interview at the World Economic Forum ( Jack Ma: You’re Supposed to Spend Money on Your People ), he emphasizes the importance of educational programs that directly apply to in demand jobs and skills.

In a rapidly changing world, this focus on developing and continuing to train employees is critical to the long term success of any private enterprise. As the current educational model fails to provide these skills and knowledge increasing amounts of employers are developing siloed educational programs to actually train their employees.

On a national level, as automation and computer intelligence increases, massive swaths of the low skill job market are at risk of being replaced by robots and computers. In Yuval Noah Harari’s book, “Homo Deus,” he discusses the potential for 40% mass unemployment leading to the rise of what he calls “the useless class”.

People with no value to industry, business, or society as a whole. While the rise of an entire “useless class” seems an unlikely scenario, change is inevitable. Economists describe these coming changes due to increases in computer processing and technology as “the Fourth Industrial Revolution.” ( World Economic Forum, The Future of Jobs Report ) Previous “revolutions” include the steam engine, the age of science and mass production, and the rise of digital technology.

  1. Encyclopedia Britannica ) The common parable of John Henry vs.
  2. The Steam Engine holds many similarities to modern day doomsayers of mass unemployment.
  3. While many were displaced and unemployed by these technological advances.
  4. New jobs, previously unimagined, cropped up enmasse.
  5. Train engineers, factory production workers, and computer programmers.

This trend is likely to continue. A common factor in all these previous industrial revolutions is new demands on educational institutions. The skill sets to be successful after each subsequent revolution changed. Educational systems previously unthought of emerged and thrived under the guidance of new technologies.

A professor from the early 1900’s would never have imagined the rise of networking or computers. Pre steam engine theorists would not have considered teaching locomotion or steam engineering widely. Alec Ross, previous Senior Advisor for Innovation to Secretary of State Hillary Clinton, discusses in his book ” The Industries of the Future ” the likely advent of new industries in robotics, genetics, coding and big data over the next 30 years.

Being able to train and educate populations quickly and effectively in these new domains will prove to be tremendously important. The value of a quality education system is magnified as the US fights to stay at the forefront of industry during this period.

  • The reemergence of Malthusian, Populist, Nationalist, and Socialist doctrine in modern parlance ( Galston ), and the generally pessimistic outlook ( Larry Summers ) on the American economy, one is painted a picture of England and France in the early 1800s.
  • Fixed classes, landlords, capitalists, and laborers all bicker and fight with adversarial interests.
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Gary Rhodes in his paper ” Market Models, Managerial Institutions, and Managed Professionals ” discusses the worrisome trends of the American educational system at the turn of the century, “we again face the challenge of mitigating economic excesses, this time of global, hypercapitalism.

The more higher education is modeled and reconstructed on a private, corporate market model, the less it can play such a mitigating role, and the more it itself contributes to the sharp polarization that promotes social upheaval.” This does not need to be the case. Education can be used to contribute to the betterment of the entire population.

However, an increase in the transactional nature of education will only deepen our growing “polarization” to the point of no return. As Friedrich List said “on the threshold of a new phase in the development of their country, statesmen should be prepared to take the long view, despite the need to deal also with matters of immediate urgency.” (Edinburgh Review) Is it a reform of policies, transparency around stewardship of trusts, realignment of incentives between student and administration, or new models of educational administration? Likely, all need to change in order to improve educational outcomes.

  • Changes at the college level will have ripple effect across the american educational system.
  • The purpose of the American primary and secondary educational system is increasingly to prepare students for postsecondary education.
  • If colleges make changes, so will primary education.
  • A lack of mobility at the college level has second order effects across the entire American educational system.

Our elected parties must take into account the precipice at which we stand. The acceleration of technological systems, global trends towards populism, general political unrest, and growing distrust of government itself all increase the difficulty of the choices that must be made.

  • But necessity demands a better long term solution to education than the current model.
  • A failure to act in a calculated and forward looking way will have dramatic consequences for all American citizens.
  • So what’s the Solution? Adam Smith cites improved production as the key to economic betterment.
  • Wealth of Nations ) Support for the expansion into the American Frontier proved immensely valuable.

(Henry Charles Carey) Similar to the way the untapped resources of the American frontier in 1835 seemed infinite, the potential of technology as we currently understand it also appears infinite. Undoubtedly it is not, but seeing that we are at the forefront of a global frontier our steering and governance would be well served to adopt similar policies.

An open land grab into global cyberspace, fueled by government sponsored educational programs. Student loans are an ungainly behemoth. But, the same levels of investment into professors and the institutions themselves would be a massive infrastructural asset. Keeping the focus of investment on STEM educational programs to retrain much of the workforce into relevant growth industries would help to keep America at the forefront of the technology world for the next generation.

A decentralized educational approach would accomplish many of the goals and mitigate many of the issues presented earlier. Regional specialization of educational centers can help currently enfeebled regions regain relevance. We have already accumulated $1.4 trillion in debt to fund a multitude of educational programs with middling impact.

  • Calculated investment can not only keep America at the forefront of this burgeoning industrial revolution, it can be used to rebuild communities left behind by the last.
  • Detroit can be revitalized as a manufacturing and research hub for robotics.
  • Local expertise in automotive production would provide a valuable asset to jump start American development in a burgeoning industry.

West Virginia coal mines can aid the development of new battery technology with their local deposits of Nickel, Magnesium, and other minerals. Sun drenched Arizona and New Mexico can provide an ample research and testing ground for new solar technology.

Florida and the Gulf Coast can provide a central hub for developing predictive weather models and will be directly impacted by the success of that research. China and other nations have been pursuing a similar strategy since the early 2000’s to great success. ( Wu ) Our success as a global nation in the 21st century depends upon adopting similar policies.

The one true fuel the American Economy depends upon is growth. In every industrial revolution growth of industry has spurred prosperity to new heights. Instead of cannibalizing its own citizens with debt and burdening them with a subpar education in diminishing fields, the focus should turn to unexplored frontiers and how we can support expansion and innovation into them.

  1. The United States needs to decide if education is a business, then it should be run like a business.
  2. With proper accounting practices, taxes, reporting, and limited oversight in a market that has transparency.
  3. Government half measures and band-aid solutions will only deepen the trench of problems that are forming around our current educational systems.

The best solution appears to be a combination of both. Stewardship and constraint on the level of national policy, and autonomy and freedom on a local level. Our current model is unsustainable and will disadvantage the United States in the future. Reform of education is necessary to prepare the United States in the coming years.

  1. Works Cited Abel, Jaison R.
  2. And Deitz, Richard and Su, Yaqin, Are Recent College Graduates Finding Good Jobs? (January 1, 2014).
  3. Current Issues in Economics and Finance, Vol.20, №1, 2014.
  4. Available at SSRN: Bauer, Philipp and Riphahn, Regina T., “Kindergarten Enrollment and the Intergenerational Transmission of Education”.

IZA Discussion Paper №4466. Available at SSRN: Beauchamp, Rose, et al. “Reorganization without Tears.” McKinsey & Company,, Carey, Henry Charles.

  • A Study in American Economic Thought.
  • Aplan, 1931.
  • Chun, Hyunbae.
  • Information Technology and the Demand for Educated Workers: Disentangling the Impacts of Adoption versus Use.” The Review of Economics and Statistics, vol.85, no.1, 2003, pp.1–8.
  • Exemption Requirements — 501(c)(3) Organizations.” Internal Revenue Service,,

“Federal Student Loan Portfolio.” Federal Student Aid, 25 Sept.2018,, Galston, William A. “The Rise of European Populism and the Collapse of the Center-Left.” The Brookings Institution, 8 Mar.2018,,

Harari, Yuval N. Homo Deus: A Brief History of Tomorrow. New York: Harper, 2016. “Industrial Revolution.” Encyclopædia Britannica, Encyclopædia Britannica, Inc., 9 Oct.2018,, Institute of International Education. (2018). “International Student Enrollment Trends, 1948/49–2017/18.” Open Doors Report on International Educational Exchange.

Retrieved from “Jack Ma: You’re Supposed to Spend Money on Your People.” YouTube, World Economic Forum, 18 Jan.2017,, List, Friedrich. “The German Zollverein.” Edinburgh Review, 1844, p.177.

  1. Powell, Farran.
  2. 10 Universities With the Biggest Endowments.” U.S.
  3. News & World Report, U.S.
  4. News & World Report, 2018,,
  5. Rawat, Seema and Sanjay Meena.
  6. Publish or perish: Where are we heading?” Journal of research in medical sciences : the official journal of Isfahan University of Medical Sciences vol.19,2 (2014): 87–9.

Ries, Eric. The Lean Startup: How Constant Innovation Creates Radically Successful Businesses. Penguin Books Ltd, 2011. Rhoades, Gary. “Market Models, Managerial Institutions, and Managed Professionals.” International Higher Education, no.13, 1998, doi:10.6017/ihe.1998.13.6453.

  • Rhoades, Gary, and Sheila Slaughter.
  • Academic Capitalism, Managed Professionals, and Supply-Side Higher Education.” Social Text, no.51, 1997, pp.9–38.
  • Rodrik, Dani.
  • The ‘Paradoxes’ of the Successful State.” European Economic Review, vol.41, no.3–5, June 1997, pp.411–442., doi:10.1016/s0014–2921(97)00012–3.

Ross, Alec. The Industries of the Future. New York, NY: Simon & Schuster, 2016. Sarros, James C., et al. “The Academic Dean: a Position in Need of a Compass and Clock.” Higher Education Research & Development, vol.17, no.1, Nov.1998, pp.65–88., doi:10.1080/0729436980170104.
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What is the future of Indian education system?

Future of Education & Skilling in India 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.

  1. 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.
  2. 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.

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. 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.

  • 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.
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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. Prime Minister Shri Narendra Modi conceptualized a unique interactive program – Pariksha Pe Charcha wherein students, parents, and teachers across the nation and also from overseas interact with him to discuss and overcome the stress emerging out of examinations in order to celebrate life as an Utsav,

  • दूर होगा का परीक्षा का डर, मिलेगा तनाव से मुक्ति और सफलता का मंत्र।
  • परीक्षा के लिए और अधिक तैयार होने के लिए बनिए प्रधानमंत्री श्री जी की परीक्षा पे चर्चा 2023 का हिस्सा। आज ही रजिस्टर करेः
  • — Dharmendra Pradhan (@dpradhanbjp)

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What is missing in our education system?

In India, several young people do not stay in school beyond the primary level. Those who leave the school system typically remain unemployed, whereas those who stay in the system display relatively poor learning outcomes. Although providing young people with a good education is an important goal for all countries, India is finding it particularly difficult to achieve this goal,

Some of the barriers to its realisation arise from the fact that insufficient resources have been allocated to educational systems by the nation’s central and state governments. In addition, the resources being expended by government, parents, and students themselves are not being utilised effectively to obtain the best possible outcomes.

Developing a good educational system that delivers on higher-order goals, such as the encouragement of good attitudes and a sense of morality, justice, and optimism, is a challenging endeavour. In fact, it is entirely possible that traditional schooling systems take students away from such goals, even if they manage to successfully deliver reading, writing, and arithmetic skills.

Additionally, non-cognitive skills, which significantly complement and enhance the contribution of the more traditional cognitive skills, are often neglected. The most prominent non-cognitive skills include openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism. These skills have a strong ability to predict longer-term outcomes in life and can be shaped through various tools and interventions.

Educational interventions have primarily focused on the improvement of schools, whose success is measured by the scores obtained by their students in examinations. This narrow view assumes that achievement test scores are reflective of life skills, and fails to adequately consider the importance of non-cognitive skills and how they can be developed over time.

Addressing this urgent challenge on an Indian scale, which involves more than 500 million children and youth, requires a number of interventions both at the systemic level and at the level of children who are presently in school. Although systemic changes can only occur gradually, there are certain evidence-based interventions that can be implemented today to improve the cognitive, non-cognitive, and job-readiness skills of young people.

Policymakers and change agents will need to carefully continue exploring longer-term solutions with the cognizance that the following interventions cannot be a substitute for structural reforms.
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Why is it important for education to change?

Why Education Must Change – By Richard Worzel In my past columns, I focused on how education will change. This time, I focus on why it must change. The society in which we live is driven mainly by commercial interests. The daily bombardment of advertising and its pervasive yet subtle pressures to own something are so common that we hardly notice its influence.

Society does not suffer because these pressures exist; after all, this type of pressure has largely been responsible for the richness and luxury of our lives. Yet, there is more to life than commercial offerings especially because they are shallow and lack deeper purpose. Moreover, commerce and society tends to emphasize novelty and while there is nothing wrong with new things per se, there is much more to life than just the novel.

There are few people however, who would delve deeper than today’s satisfactions and that is where education enters the picture. Education provides context to history, art, depth of understanding, and perspective that some people would not otherwise experience.

This is part of the traditional role education fulfills in teaching about culture and the transmission of our society’s values. But society is transforming at ever accelerating rates and the shiny baubles that novelty and commerce provide are designed to be “sticky” or addictive. If education wants to capture the attention of children then it must compete with the increasingly effective seductions of commercial offerings.

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We cannot assume that the six hours a day a student spends in school is sufficient to teach them to appreciate the riches of our society. This, in my view, is short-sighted and foolish. Instead, I believe that education must compete for students’ attention and not for their time.

  1. The way to do that is to seduce students into a state of fascination with what the wider world has to offer.
  2. When I am invited to speak to students, here’s what I say: We adults have perpetrated a cruel hoax.
  3. We have convinced you that learning is an intolerably boring process that you must endure, when the reality is that learning is the most fun you can haveperiod.

Today’s students are smarter, hipper, more skeptical, and less likely to believe propaganda than any other generation in history. The way to seduce them into loving education is by appealing to the things about which they are passionate. We must stop teaching the curriculum and start teaching the individual – each individual, every single individual, and teach them as individuals who have unique interests and abilities.

We need to stop teaching given the assumption that 25 kids are all the same because that makes education simple for us while excruciatingly boring to them. Frankly, I do not see any way that the current education system can compete with the enthralling but shallow offerings of commerce and society. Now let me turn to vocational education.

The need for change is even more compelling here. Nations like China and India, plus fast-gaining countries like Brazil, Mexico, Indonesia, and Malaysia, are providing enormous competition for low-level and low-skilled jobs. These same countries are also aiming for the best jobs that require the highest levels of education.

  1. They will not be satisfied with low-skilled jobs that do not pay well and offer little opportunity.
  2. This means that our students will be competing with the best in the world in almost every field.
  3. Worse, they are starting at a greater disadvantage: our school days are shorter, our school years are shorter, and our society no longer has the devotion to higher education exhibited by parents in developing countries.

But there is another threat that is, perhaps, more worrisome than rising competition from smart kids abroad, and that is automation. Many are familiar with Moore’s Law, coined and repeatedly reframed by Gordon Moore, one of the founders of Intel. It states that computers will double in speed and halve in price every 18 months.

Yet Moore’s Law is too conservative. We see computers evolving faster than that, and not only is the rate of change accelerating, but the rate of acceleration is increasing. A rough estimate indicates that computers will become about 1000 times faster and more cost-effective over the next ten years. As we develop new and more effective tools and techniques to harness this power, it means that automation will become dramatically more powerful in the next decade.

In the past, automation has led to a steadily rising standard of living as well as new, better paying jobs that offer more opportunity. And it still does. Automation, however, is changing standards so quickly that the skills we develop at the beginning of our careers may not be enough to allow us to make a living for more than a few years, and eventually a few months, before they become obsolete.

We are being thrown out of work at ever-faster rates, and if we hope to continue to work, we will need to constantly upgrade our abilities. Both of these developments – foreign competition and domestic automation – are already evident. When I and my peers left formal education, we had our choice of jobs.

Now students finish university and spend years looking for anything more than menial labour; the next ten years are going to make this seem like a happy outcome. Within that time frame, we will face an employment crisis that will shake the foundations of our society, our political system, and our economy.

The only answer is education, for adults as well as young people. But it cannot be the same old education. Back to basics is the wrong approach. What is the value of memorizing facts if you can command them with a wave of a search engine? It is understanding and context that are critically important. Education needs to emphasize our human talents and abilities.

We are headed into a world where creativity and innovative thinking will be more valuable than rote learning of any depth. Skills training in most fields, with a few exceptions, will become obsolete at faster rates. We will, instead, need to fall back on those things that are uniquely human, like art, teamwork, leadership, empathy, understanding, creativity, ingenuity, and all of the deeper aspects of human life and society.

  1. Computers, robots, and cheaper competition from abroad will take everything else.
  2. For those who say that the only way to combat these things is by protecting domestic jobs and halting the use of automation, let me say that, like King Canute, you might as well try to stop the tide from coming in.
  3. Such efforts are not only doomed to fail, but they will make it harder for us to succeed by diverting our attention and efforts away from the real task for tomorrow’s education: helping us to blossom into self-actualization, to become the best we can be.

Must we wait and see these problems racing towards us? Do we have the will do to something about them? Those are the questions that will determine why and how we need to change education. Richard Worzel is Canada’s leading futurist. He volunteers his time to speak to high school students for free, when his schedule permits.
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What are the advantages of changing school?

Indian Education System What Needs To Change Indian Education System What Needs To Change A school is a child’s second home. Children spend most of their time in school or doing things related to school. They spend almost 12 years in a school, making friends and living some of the most memorable days of their life. Many of these school friends even go on to be friends for the many years that follow, even after having passed school long ago.

  1. So, to sum it all up, schools are very important in a child’s life as it is connected to almost everything that they are experiencing or are even likely to in the future.
  2. Read | Choose the Best School for Your Child Now, there are certain instances when children are required to change schools.
  3. Although they might not find the idea too appealing, sometimes there is no way out.

Because finding the right school for the children, that too once again is so difficult, many parents refrain from transferring to new schools or transferring to another school without any strong reason. It is only when they have just good reasons to transfer schools that they let their ward know of the tough decision that is to be made.

  1. And when it comes to that, even switching schools in high school can’t be ignored; after looking into the pros and cons of switching high schools.
  2. Read | Role of School in Shaping Kid’s Future But it’s not just difficult with high school.
  3. Transferring schools is difficult for children in all grades and of all ages.

Have a look at this list of the pros and cons of moving schools to learn better about what the process of transferring school brings in. Let’s start with listing down the pros first.

Make New Friends: Making strong bonds of friendship comes easier for children, especially when younger. This helps the child to adapt to the new routine and the presence of friends can make them forget what they left behind. Learn the School Better: When a child gets admitted to another school abruptly, he is likely to catch a lot of attention. As a result, the child gets a lot of information about the school and its rules, which the other students gradually learnt over time. Develop Adaptation Skills: When children switch schools, they have to adapt to a new routine, make new friends, and also be in the teachers’ good books. This skill of adaptation can help the child in the future.

Coming to the cons, here are some of the common cons of moving schools.

Feelings of Alienation: Give that the child has been sent to a completely new environment, he might feel lost not being in his usual group of friends, teachers and other known faces. This phase might last for a while. Possible Experiences of Bullying: Being new in a school brings in a lot of attention and that might not always be good. The child might end up being bullied by classmates or seniors. Academic Challenges: The whole academic curriculum of the new school might be turning out difficult to handle for the child. If not dealt with, this can result in worsening of grades, which might, in turn, affect the child’s self-confidence.

So there are certain justified pros and cons of moving schools. Thus, the decision of switching schools must be taken after having thought about everything concerned, and in-depth. Indian Education System What Needs To Change This article has been reviewed by our panel. The points, views and suggestions put forth in this article have been expressed keeping the best interests of fellow parents in mind. We hope you found the article beneficial.
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