Education Portal for Students in India

Salient Features of National Education Policy (NEP) 2020: – The Kasturirangan Committee submitted the National Education Policy whose main purpose was to focus on challenges, India is currently facing in the Education System. The focus areas are ‘ Quality ‘ of Education, Its ‘ Affordability ‘, ‘ Equity ‘ to the students, ‘ Access ‘ of Education, and ‘ Accountability ‘ by the system.

1. School Education: It aims to universalise education from pre-school to secondary school level by promoting open schooling system and replacing the 10+2 system by a new 5+3+3+4 curricular system parallel to ages 3-8, 8-11, 11-14 and 14-18 years respectively. It will also bring an uncovered age group of 3-6 years under the education system as it is a crucial stage of a child’s mental development.
2. Easing class 10 and 12 exam and inculcating test competencies in students rather than memorising facts and allowing them to take the exam twice, An independent authority PARAKH (Performance Assessment, Review and Analysis of Knowledge for Holistic Development) will be set up to regulate private and public schools.
3. Emphasising on Foundational Literacy and Numeracy promoting extracurricular activities, starting Vocational education and 21st century skills like coding from class 6 with internships and teaching in their mother tongue or in regional languages at least till Grade 5,
4. Assessing students’ performance and progress and formulating a new and comprehensive National Curriculum Framework for Teacher Education (NCFTE) 2021 by National Council for Teacher Education (NCTE) in consultation with NCERT,
5. Higher education: It aims to increase GER (Gross Enrolment Ratio) to 50% by 2035 compared to current GER of 26.3%. A flexible, holistic, multidisciplinary UG degree of 3-4 years with multiple exit options and appropriate certification within this duration and discontinuation of the M.Phil course.
6. Setting up Higher Education Commission of India (HECI) as a regulator of all higher education except medical and legal courses. Phasing out of affiliation of colleges in 15 years and establishing a stage wise mechanism for granting graded autonomy to colleges.
7. Other Changes: Setting an autonomous body ie, National Educational Technology Framework (NETF) as a platform for exchanges of ideas on technology use for enhancement learning, assessment planning & administration.
8. PARAKH – National Assessment centre is being created to assess students. It aims for setting up a Gender inclusion fund, special education zones for disadvantaged regions and groups and also to promote the setting up of Foreign universities campuses in India. It aims to increase public investment in the education system upto 6% of GDP compared to 4.6% in the current times.

The primary recommendations of NEP 2020 include Early Childhood Care and Education, Three Language Formula, School Exams, Higher Educational Institutions (Accreditations & Structure), Curriculum Framework, Vocational Courses, Education Governance, Financing Education, The Right to Education Act, 2009 (RTE Act), National Mission on Education (Through Communication & IT) and National Research Foundation.

1. Early Childhood Care and Education: The NEP 2020 in this recommendation provides guidelines for Parents and Teachers of students upto 3 years of age. It also provides a framework, focusing on education for students between 3-8 years of age. NEP’s step to implement early childhood care and education proceeds further by improving the quality of Anganwadi system in parallel with Primary schools.
2. Three Language Formula: Adoption and Implementation of Three language formula by the State Governments is another recommendation of the NEP 2020. This formula states that Students should be taught 3 languages. If the student belongs to a Hindi speaking state then preferably his two languages should be Hindi and English along with a 3rd language which could be one of the southern languages. If the student belongs from the southern states of India then he must know a regional language, English and Hindi.
3. School Exams: Here the recommendation of the NEP was to make students give exams (especially that of the 10th board) that would test the skills and core concepts of the subject rather than memorisation and marks. Exams should be conducted to test the higher order thinking of the students. The students’ school progress will be tracked throughout their school life.
4. Higher Educational Institutions: In this recommendation, NEP proposed that NAAC should be separated from UGC. NAAC should be made an autonomous body. NEP also proposed setting up of a regulatory body NHERA (National Higher Education Regulatory Authority)
5. Curriculum framework: This has been discussed earlier in the salient features as well. This recommendation aims to propose the 5-3-3-4 model.5 years of foundational stage (3 years of pre primary followed by classes 1 and 2). This will be followed by a preparatory stage consisting of classes 3 to 5. From Class 6 to 8 will be the Middle stage. Finally, there will be a secondary stage consisting of 4 years from classes 9 to 12th.
6. Vocational Courses: As mentioned above, NEPs aim is to inculcate vocational education in the Curriculum. Vocational education must be made compulsory in at least one vocation for students studying in classes 9th to 12th. In undergraduate degree programs, Universities and colleges curriculum should provide vocational courses as well.
7. Education Governance: The National Education Commission or Rashtriya Shiksha Aayog has been established under this recommendation as the apex body for education. NEP 2020 also suggested that Ministry of Human Resources & Development should be named as Ministry of Education.
8. Financing Education: One of the most important recommendations was to double the public investment for education in India under NEP 2020 by allotting an expenditure of 6% of the GDP on education. Public expenditure was also a focal point under this recommendation. The vision is to double the current 10% to 20% by the next decade.
9. Right to Education Act, 2009: Under RTE, all the students under ages of 3-18 will be able to receive education in the framework of NEP 2020. Before this the range of RTE didn’t include Early Childhood stage and Secondary school stage. NEP 2020 changed that. Also NEP suggested that Children until class eight not be pushed into detention.
10. National Mission on Education for Communications and IT: Certain measures have been taken under NEP 2020 for the facilitation of decision making of the use, induction and deployment of technology. NEP 2020 seeks to Establish a National Education Technology Forum. Remote access will be given to various virtual laboratories for various disciplines.
11. National Research foundation: Research is the backbone of a developing country like India. To improve the quality of research, the National Research foundation has been proposed to be established under NEP 2020. This body will be autonomous in nature and would be responsible for mentoring, funding and capacity building to develop quality research.

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What is new pattern of education in India?

References –

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National Education Policy 2022
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What is 5 3 3 4 education system in India?

Education System as per NEP – The NEP has divided the educational system into four stages: the foundational stage is for students aged 3 to 8; the preparatory stage is for students in grades 3 to 5; the intermediate stage is for students in grades 6 to 8, and the second stage is for students in grades 9 to 12.

According to the education strategy statement, the board exams for grades 10 and 12 will continue. The NEP 2020 proposes a new pedagogical framework separating children’s education into four stages. The first stage is the five-year foundational stage. Preparatory and middle stages will follow, each lasting three years.

Four years will elapse during the secondary stage. According to the new classifications, children and adolescents go through different stages of cognitive development.
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What is the education structure in India according to new policy of education?

New National Education Policy 2022 नई शिक्षा नीति What is NEP 5+3+3+4 Structure PDF National Educational Policy (NEP) : Union cabinet paved the way for transformative reform in school and higher education system by launching the New National Education Policy (NEP) on 29 th July 2020.

They also renamed MHRD as Ministry of Education, After the old national education policy which was launched way back in 1986, this is the first education policy of 21 st century that has replaced 34 years old education policy, The new NEP is based on four pillars which are Access, Equity, Quality, and Accountability,

In this new policy, there will be a 5+3+3+4 structure which comprises 12 years of school and 3 years of Anganwadi/ pre-school replacing old 10+2 structure. NEP 2022 Timeline UGC Chairman said that the due to COVID-19 pandemic affected the implementation of NEP but they assure that once the condition normalizes then it will be implemented at a faster pace.
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What do you mean by 10 2 3 pattern of education?

10+2+3 scheme seeks to divide schooling into two stages of education ISSUE DATE: Jul 9, 2012 | UPDATED: Jul 7, 2012 18:44 IST Will the new system help change their prospects for the future? The new pattern of education which has become popular as the 10+2+3 scheme seeks to divide schooling into two stages of education, instead of the integrated stage it is at present. After a child enters kindergarten at the age of four, he will finish 10 years of schooling-the first stage of education-and take a secondary school certificate examination at the end of it.

In the second stage he will take two more years to finish his high school certificate examination; in the third stage he will take a bachelor’s degree at the end of three years at university. For the first time a uniform pattern is being introduced instead of different states following different systems.

At present many states have 12 years of school, then two years of an intermediate degree followed by another two years for a bachelor’s degree. In other states the pattern is 12 years of school and three years of college for a bachelor’s degree. The new pattern was introduced last year in many states.

Under this scheme, the first batch of students took their Class X examinations this year in April-May. Perhaps the most far-reaching educational reform which the new pattern seeks to bring out is to make science a compulsory subject almost from the first years of schooling right through till the end of the Class X.

The main criticism being levelled is that schools do not have the necessary laboratories for it. Published On: Jun 30, 2012 : 10+2+3 scheme seeks to divide schooling into two stages of education
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Who introduced the 10 2 3 pattern of education?

The 10+2+3 pattern for secondary, higher secondary, and university education was recommended by which of the following commissions?A) Mudaliar CommissionB) Kothari CommissionC) Operation BlackboardD) None of these Answer Verified Hint: Dr.D.S. Kothari recommended the commission of the 10+2+3 pattern for secondary, higher secondary, and university education and this Commission was appointed in 1964.

• Complete answer: Kothari Commission may be a National Education Commission (1964-1966).
• This commission has been found out by the government of India in order that all aspects of the educational sector are often examined in India to grow a general pattern of education and to advise policies and guidelines so that India’s education can be developed.Under the chairmanship of Daulat Singh Kothari, this commission was formed on 14 July 1964.

On 29th June 1966, its objectives and the important recommendations had been submitted. After independence, Kothari Commission was the sixth commission in India but related to education it was the first commission. There were a Core group of 20 members in the Kothari Commission.

A consultation from a panel of 20 overseas consultants had been taken in this commission, who were based out of the USA, UK, Japan, France, Sweden. The Commission had interviewed 9000 people who were working as scholars, educators, and scientists in a span of 21 months. First, the report was submitted to M.C.Chagla on 29th June 1966 and then to the minister of education.The main objective of the Kothari Commission is to supply policies and guidelines for the event of education in India and to look at every aspect of the Indian education sector.

It promotes regional languages, Sanskrit as well as international languages, preferably English. This commission improves education at the university level by paying special attention to postgraduate level research, training, providing adequate libraries, laboratories, and funds.Under the leadership of former Prime Minister of India, Indira Gandhi, the bill was passed in the Parliament.

1. Some objectives of this commission increase Productivity, Promoting National and Social Integration, Modernization, and Education, Developing moral, social, and spiritual values.
2. This commission deals with general problems and also deals with Education at different stages and in different sectors.It consists of supplementary papers.

It took 100 days to submit the final report and the report was divided into four sections. Pre-primary education should also be given before General education. The time span of Higher education should be fixed for two years. There should be a postgraduate course after the degree course.
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What is the difference between 10 2 and 5 3 3 4?

• The government scrapped the traditional 10+2 model of education and has introduced a new 5+3+3+4 mode.
• The 5+3+3+4 model of education will also include pre-school in the foundation stage — which was earlier considered a part of informal education.
• Moreover, the new model of education will focus more on providing vocational education and imparting the knowledge of core subjects.
• Even though the new model will have structural changes, the number of years a student spends to study in school remains the same.

The Indian government, on July 29, introduced the New Education Policy and announced several major reforms including universalisation of early childhood care education, setting up of a national mission on foundational literacy and numeracy, 5+3+3+4 circular and pedological structure and no rigid separation between arts and sciences.

• Foundation Stage : The first five years will be the foundation stage, including three years of primary education and class 1 and 2. It will also include pre-school in the foundation stage — which was earlier considered a part of informal education.
• Preparatory Stage : The next three years will be the ‘preparatory’ stage. This consists of classes three to five.
• Middle Stag e: The next three years — between class six and class eight— will be the ‘middle’ stage.
• Secondary Stage: The last stage will be the ‘secondary’ stage comprising class 9,10,11, and 12.

“This will bring the hitherto uncovered age group of 3-6 years under the school curriculum, which has been recognized globally as the crucial stage for the development of mental faculties of a child. The new system will have 12 years of schooling with three years of anganwadi and pre-schooling,” School Education secretary Anita Karwal said while introducing the New Education Policy.

1. Number of examinations has been reduced: As compared to eight examinations earlier, the new model will conduct only three examinations for grade 3, 5 and 8.
2. Vocational Education: the new model of education will focus more on providing vocational education and imparting the knowledge of core subjects.
3. Students to leave with one core skill: The Ministry of Education wants every student to leave for higher education with one core skill. Moreover, the students will also get to learn coding and do internships from class 6 onwards.
4. No separation between Arts, Commerce and Science: Another difference between the two models is flexibility in learning subjects from a different stream. For years Indian students, under the 10+2 model, had the choice to study three streams — Arts, Commerce and Science. Under the new model, a student can learn any subject he wants to. For instance, a student can study Biology and Accountancy together.
5. Board exams made easier: Board exams are set to become easier. Moreover, students will get a chance to give the board exam twice in a year to improve their scores.

Even though the new model will have structural changes, the number of years a student spends to study in school remains the same. SEE ALSO: Reliance Retail’s contribution to RIL as Mukesh Ambani preps for fundraising will be key⁠— aside from the oil shock India revamps its education policy after 34 years — scraps MPhil, proposes vocational courses from class 6, UG colleges to become autonomous India’s Rafale fighter jets — Here’s how it stacks up against Chinese J-20
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Which of the following are 4 pillars of education?

2. THE FOUR PILLARS OF EDUCATION FOR THE 21 st CENTURY – The four pillars of Education for the 21 st century that Jacques Delors (2001) refers to UNESCO, in the form of a report, comprises: Learning to Know, Learning to do, Learning to Live and Learning to Be. We present below a brief discussion of each of these pillars.
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What is the 5 to 1 ratio in a classroom?

What Is the 5-to-1 Ratio? – During the school day, students and teachers share a number of interactions. For example, they discuss academic concepts and content and teachers provide feedback to students. Research supports the idea that having five positive interactions to every one negative interaction best supports and sustains constructive student-teacher relationships.
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What does 1265 mean in teaching?

Directed time is when teachers are directed by their head teacher to be at work and available for work. This is a maximum of 1,265 hours per academic year, spread over 190 days of teaching and five more non-teaching days. The 1,265 hours is a maximum — schools should allow a contingency to cover unexpected events.
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What do the 3 R’s stand for in education?

Experts have identified reasoning, resilience and responsibility as key problem solving skills that, when learned, can benefit student achievement and general life success strategies. The prevailing view among scientists is that teachers can teach these skills and students can learn them.
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Which year was the 10 2 pattern of school education implemented in India?

10+2 refers to two years of schooling post grade 10 in India since autumn 2002.
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What is the current structure of education?

Education in the United States follows a pattern similar to that in many systems. Early childhood education is followed by primary school (called elementary school in the United States), middle school, secondary school (called high school in the United States), and then postsecondary (tertiary) education.

1. Postsecondary education includes non-degree programs that lead to certificates and diplomas plus six degree levels: associate, bachelor, first professional, master, advanced intermediate, and research doctorate. The U.S.
2. System does not offer a second or higher doctorate, but does offer postdoctorate research programs.

Adult and continuing education, plus special education, cut across all educational levels. The following links direct you to information on different aspects of the structure of education in the United States. You may open these documents and link directly to the information sources, or you may save or print the pages and use them later.

Progressing Through the System provides links to research and statistics concerning the flow of students through the U.S. education system as well as education indicators and international comparisons. Evaluation and Assessment provides information on common U.S. grading and credit systems as well as evaluation and standardized tests.

Curriculum and Content Standards provides information on school and tertiary curriculum standards and related reform efforts.U.S. Primary and Secondary Qualifications provides information on the U.S. high school diploma, other secondary qualifications, and high school equivalency for adults.

1. Associate Degrees provides information on the associate degree, credit transfer to bachelor’s level studies, and common associate degree titles.
2. Bachelor’s Degrees provides information on the bachelor’s degree, post-bachelor’s certificate programs and common bachelor’s degree titles.
3. First-Professional Degrees provides information on first degrees in certain professional fields that require completion of prior undergraduate education for admission.

Master’s Degrees provides information on the master’s degree, both non-thesis and research, and common master’s degree titles. Intermediate Graduate Qualifications provides information on certificates, diplomas, and degrees in the U.S. higher education system that represent a level of education between the master’s degree and the research doctorate.

1. Research Doctorate Degrees provides information on the U.S.
2. Research doctorate degree and degree titles considered equivalent to the Doctor of Philosophy (PhD) degree.
3. Postdoctoral Programs and Academic Tenure provides information on research and professional academic programs that follow the award of the research doctorate.

Return to USNEI Home Page Last Modified: 02/22/2008
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What are learning patterns in education?

A learning pattern is a coordinating concept of learners’ cognitive and regulative strategies, their beliefs about learning and their learning orientation.
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What is the 9 3 4 system of education?

How Education In Nigeria Works – The government and private stakeholders such as non-governmental organisations and private individuals manage educational facilities as stipulated by the national policy on education. The federal ministry of education regulates both public and private educational institutions.

• Nigeria has 3 government levels: Federal, State and Local.
• The federal government and statement government manage public tertiary and secondary level institutions, while the local government oversees public pre-primary and primary level institutions.
• The Nigerian educational system was formerly structured using the 6-3-3-4 formula, which means 1 year pre-primary, 6 years primary, 3 years junior secondary, 3 years senior secondary and 4 years tertiary education.

Tertiary education covers universities, polytechnics and educational colleges. However, in 2008, the federal government introduced the 9-year basic education curriculum to achieve the goals of the universal basic education program. Thus, the Nigerian educational structure became 9-3-4, which means 9 years basic education, 3 years senior secondary school education and 4 years tertiary education.

Lower basic education curriculum- Primary 1-3 Middle basic education curriculum- Primary 4-6 Upper basic education curriculum- Junior secondary 1-3

The 9-year basic education program, together with the recent curriculum changes, was implemented in 2014 across various schools in Nigeria.
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Is new education policy accepted?

NEP will be implemented from next academic year: Govt The national education policy (NEP) 2020 will be implemented in the state from 2023-24 academic year, primary and secondary education minister BC Nagesh said on Thursday. In the first phase, the NEP will be rolled out in 20,000 anganwadis.

• “From the next academic year (2023-24) in Karnataka, ‘National Education Policy-2020′ will be implemented and ‘pre-childhood care and education’ for children above 3 years of age will be implemented in 20,000 anganwadis and schools in the state,” Nagesh said.
• Karnataka became the first state to accept and implement the NEP, and it has been constantly trying to iron out any issues within the new framework, he said.
• Halappa Achar, women and child welfare minister, said it will be difficult to implement the NEP across all the 66,000 anganwadis, but can be easily done in such anganwadis having pre-university educated staff.

In a joint statement, Nagesh and Achar stated: “Every child of the country should be given quality education. For that, the government of Karnataka is in the forefront of implementing the ambitious ‘National Education Policy-2020′ that will bring radical reform and change in the education system of the country.” The statement comes at a time when there have been controversies around the education department, including the textbook controversy and the NEP position paper that calls eggs and meat as a lifestyle hazard and that the Pythagorean theorem has its roots in India.

The NEP position paper stated: “A carefully planned meal with recommended energy, moderately low fat, and zero trans-fat food is needed to address the over-nutrition. Hence, while planning mid-day meals, cholesterol-free, additives-free, such as eggs, flavoured milk, biscuits, should be forbidden to prevent obesity and hormonal imbalance caused by excess calory (calorie) and fat.

Given the small body frame of Indians, any extra energy provided through cholesterol by regular consumption of egg and meat leads to lifestyle disorders.” “Lifestyle disorders such as diabetes, early menarche, primary infertility in India are escalating, and studies conducted across the countries suggest that animal-based foods interfere with hormonal functions in humans.

1. The contents of the paper come to light days after another position paper on ‘Knowledge on India’ not to merely accept contents of textbooks as “infallible truth” and question “fake news” such as Pythagoras theorem, apple falling on Newton’s head and other issues are “created and propagated”, HT reported in July.
2. The Karnataka NEP task force head, Madan Gopal, had said they decided to bring these topics into question as it was being discussed on ‘Google and Quora”, attracting sharp criticism and ridicule from education experts.
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: NEP will be implemented from next academic year: Govt
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Why new education policy is better?

Article Summary – -The New Education Policy provides a comprehensive framework for education at all levels, from preschool to higher education -School education to begin from the age of 3 years -Focus on utilising the power of modern technology to make education accessible to everyone.
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What are the 4 levels of education in India?

The School System – India is divided into 28 states and 7 so-called “Union Territories”. The states have their own elected governments while the Union Territories are ruled directly by the Government of India, with the President of India appointing an administrator for each Union Territory.

1. As per the constitution of India, school education was originally a state subject —that is, the states had complete authority on deciding policies and implementing them.
2. The role of the Government of India (GoI) was limited to coordination and deciding on the standards of higher education.
3. This was changed with a constitutional amendment in 1976 so that education now comes in the so-called concurrent list,

That is, school education policies and programmes are suggested at the national level by the GoI though the state governments have a lot of freedom in implementing programmes. Policies are announced at the national level periodically. The Central Advisory Board of Education (CABE), set up in 1935, continues to play a lead role in the evolution and monitoring of educational policies and programmes.

1. There is a national organization that plays a key role in developing policies and programmes, called the National Council for Educational Research and Training (NCERT) that prepares a National Curriculum Framework.
2. Each state has its counterpart called the State Council for Educational Research and Training (SCERT).

These are the bodies that essentially propose educational strategies, curricula, pedagogical schemes and evaluation methodologies to the states’ departments of education. The SCERTs generally follow guidelines established by the NCERT. But the states have considerable freedom in implementing the education system.

The National Policy on Education, 1986 and the Programme of Action (POA) 1992 envisaged free and compulsory education of satisfactory quality for all children below 14 years before the 21st Century. The government committed to earmark 6% of the Gross Domestic Product (GDP) for education, half of which would be spent on primary education.

The expenditure on Education as a percentage of GDP also rose from 0.7 per cent in 1951-52 to about 3.6 per cent in 1997-98. The school system in India has four levels: lower primary (age 6 to 10), upper primary (11 and 12), high (13 to 15) and higher secondary (17 and 18).

1. The lower primary school is divided into five “standards”, upper primary school into two, high school into three and higher secondary into two.
2. Students have to learn a common curriculum largely (except for regional changes in mother tongue) till the end of high school.
3. There is some amount of specialization possible at the higher secondary level.

Students throughout the country have to learn three languages (namely, English, Hindi and their mother tongue) except in regions where Hindi is the mother tongue and in some streams as discussed below. There are mainly three streams in school education in India.

• Two of these are coordinated at the national level, of which one is under the Central Board of Secondary Education (CBSE) and was originally meant for children of central government employees who are periodically transferred and may have to move to any place in the country.
• A number of “central schools” (named Kendriya Vidyalayas) have been established for the purpose in all main urban areas in the country, and they follow a common schedule so that a student going from one school to another on a particular day will hardly see any difference in what is being taught.

One subject (Social Studies, consisting of History, Geography and Civics) is always taught in Hindi, and other subjects in English, in these schools. Kendriya Vidyalayas admit other children also if seats are available. All of them follow textbooks written and published by the NCERT.

In addition to these government-run schools, a number of private schools in the country follow the CBSE syllabus though they may use different text books and follow different teaching schedules. They have a certain amount of freedom in what they teach in lower classes. The CBSE also has 141 affiliated schools in 21 other countries mainly catering to the needs of the Indian population there.

The second central scheme is the Indian Certificate of Secondary Education (ICSE). It seems that this was started as a replacement for the Cambridge School Certificate. The idea was mooted in a conference held in 1952 under the Chairmanship of Maulana Abul Kalam Azad, the then Minister for Education.

• The main purpose of the conference was to consider the replacement of the overseas Cambridge School Certificate Examination by an All India Examination.
• In October 1956 at the meeting of the Inter-State Board for Anglo-Indian Education, a proposal was adopted for the setting up of an Indian Council to administer the University of Cambridge, Local Examinations Syndicate’s Examination in India and to advise the Syndicate on the best way to adapt its examination to the needs of the country.

The inaugural meeting of the Council was held on 3rd November, 1958. In December 1967, the Council was registered as a Society under the Societies Registration Act, 1860. The Council was listed in the Delhi School Education Act 1973, as a body conducting public examinations.

Now a large number of schools across the country are affiliated to this Council. All these are private schools and generally cater to children from wealthy families. Both the CBSE and the ICSE council conduct their own examinations in schools across the country that are affiliated to them at the end of 10 years of schooling (after high school) and again at the end of 12 years (after higher secondary).

Admission to the 11th class is normally based on the performance in this all-India examination. Since this puts a lot of pressure on the child to perform well, there have been suggestions to remove the examination at the end of 10 years.
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What is education 5.0 all about?

Education 5.0 is a modification of Education 3.0. It adds ‘innovation and industrialization’ as the fourth and fifth missions of universities, respectively. This was done to align national ambitions to attain a middle-income status by the year 2030.
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What grade is a 5 year old in India?

Kindergarten: This is divided into lower kindergarten (for three- to four-year-olds) and upper kindergarten (for four- to five-year-olds) Primary school: First to fifth standard/class/grade (for six- to ten-year-olds) Middle school: Fifth to eighth standard/class/grade (for 11- to 14-year-olds)
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What does 3.0 mean in education?

The Difference Between Education 1.0 & 3.0 contributed by Jackie Gerstein For specific training and professional development around technology integration, contact TeachThought Professional Development to bring Jackie Gerstein and other TeachThought professionals to your school today.

The shift from ‘Education 1.0′ to ‘Education 3.0′ is a shift from ‘education’ to people. Schools are doing Education 1.0; talking about doing Education 2.0; when they should be planning and implementing Education 3.0. This post seeks to compare the developments of the Internet-Web to those of education.

The Internet has become an integral thread of the tapestries of most societies throughout the globe. The web influences people’s way of thinking, doing and being; and people influence the development and content of the web. The Internet of today has become a huge picture window and portal into human perceptions, thinking, and behavior.

Logically, then, it would seem that schools would follow suit in mimicking what is happening via the Internet to assist children and youth to function, learn, work, and play in a healthy, interactive, and pro-social manner in their societies-at-large. See also The Learning And Design Principles Of Connected Learning Education 1.0 Most schools are still living within and functioning through an Education 1.0 model.

Although many would deny this, they are focusing on an essentialist-based curriculum with related ways of teaching and testing. The foundation of essentialist curriculum is based on traditional disciplines such as math, natural science, history, foreign language, and literature.

1. Essentialists argue that classrooms should be teacher-oriented.
2. The teachers or administrators decide what is most important for the students to learn with little regard to the student interests.
3. The teachers also focus on achievement test scores as a means of evaluating progress.
4. Students in this system would sit in rows and be taught in masses.

The students would learn passively by sitting in their desks and listening to the teacher ( reference ). This description (1) rings true with a lot of schools in this age of standardization, accountability, NCLB, Race-to-the-Top, Common Core Curriculum Standards, and (2) has a lot of similarity to Web 1.0 Web 1.0 was an early stage of the conceptual evolution of the World Wide Web, centered around a top-down approach to the use of the web and its user interface.

Content creators were few in Web 1.0 with the vast majority of users simply acting as consumers of content. Web 1.0 webpage’s information is closed to external editing. Thus, information is not dynamic, being updated only by the webmaster. Technologically, Web 1.0 concentrated on presenting, not creating so that user-generated content was not available ( reference 2 ).

Web 1.0 came out of our existing mindsets of how information is transferred, and very much reflected the 100+ year history of industrialism, with experts/businesses dispensing identical knowledge/products to mass consumers ( reference 3 ). Derek W. Keats and J.

Philipp Schmidt provide an excellent comparison of how Education 1.0 is similar to Web 1.0. Education 1.0 is, like the first generation of the Web, a largely one-way process. Students go to to get education from, who supply them with information in the form of a stand up routine that may include the use of class notes, handouts, textbooks, videos, and in recent times the World Wide Web.

Students are largely consumers of information resources that are delivered to them, and although they may engage in activities based around those resources, those activities are for the most part undertaken in isolation or in isolated local groups. Rarely do the results of those activities contribute back to the information resources that students consume in carrying them out ( reference 4 ). Education 2.0 Steve Hargadon noted the following in 2007: Web 2.0 has really been the flowering of new relationships between individuals and businesses, and reflects new ways of thinking that the technology has facilitated or created. It’s about engaged conversations that take place directly, and don’t rely on top-down management, but peer feedback and mentoring. Similar to Web 2.0, Education 2.0 includes more interaction between the teacher and student; student to student; and student to content/expert. Some school administrators and educators seem to have taken some steps and moved into a more connected, creative Education 2.0 through using cooperative learning, global learning projects, Skype in the classroom, and shared wikis, blogs and other social networking in the classroom.

1. But in 2013 (ed note: now 2017!), this should be the norm not the exception.
2. Education 3.0 Education 3.0 is based on the belief that content is freely and readily available.
3. It is self-directed, interest-based learning where problem-solving, innovation and creativity drive education.
4. Education 3.0 is characterized by rich, cross-institutional, cross-cultural educational opportunities within which the learners themselves play a key role as creators of knowledge artifacts that are shared, and where social networking and social benefits outside the immediate scope of activity play a strong role.

The distinction between artifacts, people and process becomes blurred, as do distinctions of space and time. Institutional arrangements, including policies and strategies, change to meet the challenges of opportunities presented. There is an emphasis on learning and teaching processes with a focus on institutional changes that accompany the breakdown of boundaries between teachers and students, higher education institutions, and disciplines ( reference 6 ). Education 3.0 is a constructivist, heutagogical approach to teaching and learning. The teachers, learners, networks, connections, media, resources, tools create a unique entity that has the potential to meet individual learners’, educators’, and even societal needs. Derek W. Keats and J. Philipp Schmidt further describe the individual components of Education 3.0: Education

Wide diffusion of eLearning Growing interest in alternatives to teacher-centred approaches such as constructivism (Dewey, 1998), resource-based learning, etc. Local, regional, and international collaboration to create repositories of educational content Awareness for the need of recognition of prior learning Increasing use of the Internet to find information and just in time learning

Social

Increasing use of information technologies in daily life and for social purposes Increasing social use of online virtual spaces A new definition of self and society that includes computer-mediated social structures, and people outside of one’s immediate physical environment

Technology

The widespread adoption of personal computers and the Internet (especially e-mail and the World Wide Web) The emergence of Web 2.0, including blogs, podcasts, social interaction tools, etc. E-Learning platforms or learning management systems that incorporate features of Web 2.0 Free and open source software

Legal

The development of alternative licensing mechanisms to traditional copyright, which promote the use and reuse of (educational) content without requiring further explicit permission by the author or copyright holder or payment of royalties.

Conclusion All of the pieces of an Education 3.0 are literally freely available for the taking, why aren’t those involved in the planning and implementing of schools integrating these ideas, tools and strategies into their systems? The time for planning for Education 3.0 was actual yesterday, but doing it now is okay, too ( reference 7 ).
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