“Right to Education” – For every child in this country

 An essence of NEP 2020.

We all know that ‘Right to Education’ is a fundamental right and every child in this country has the right to go to school, learn, develop skills, Educate himself or herself and become whomever she or he wants to become.  But the opportunity to do so seems limited in places in the country. If opportunities are given to every child regardless of having disadvantage Socially and Economically, the fundamental right of Education can be fulfilled. 

In New Education Policy, apart from the focus on Competency based Education, focus on Languages, focus on Integrated and Blended Learning, focus is also given for Socio – Economically Disadvantaged Groups (SEDGs). SEDGs is being broadly categorized based on –

  • Gender Identities
  • Socio-Cultural Identities
  • Geographical Identities
  • Disabilities
  • Socio-Economic Conditions

According to NEP 2020 Separate strategies will be formulated for focused attention for reducing each of the  category-wise gaps in school education.

Strategies to Ensure Equity, Gender sensitivity and Equality, Supporting children with special needs, Integrating Vocational Education at all levels have been formulated in NEP 2020 to make sure that no child is deprived the Right to Learn equally amongst every other Child.

 As much as it very welcoming, we are in a place where a policy have to framed and a law has to imposed to achieve a fundamental right. To get this right every Educator, Schools and Institutions, Education Platforms (Online / Offline) should incorporate the above essence of NEP 2020 and should have strategies and framework to achieve it. Not only the above mentioned groups, every individual human should incept the thought. Only then the goal can be achieved.

Posted in Uncategorized | Comments Off on “Right to Education” – For every child in this country

Ratna Sagar celebrates World Hand Hygiene Day!

Due to the pandemic hand hygiene is more important than ever before.

Posted in Uncategorized | Comments Off on Ratna Sagar celebrates World Hand Hygiene Day!

Experiential Learning in the light of NEP 2020

There are so many buzz words we get to here in NEP 2020; experiential learning is one among those. Let us deep dive into the concept of experiential learning.

John Keats says “Nothing ever becomes real till it is experienced”.

We need to understand the connotation of the pair of words.

What is experience and  learning?

Experience is the process of getting knowledge or skill from doing, seeing, or feeling things.

Learning is any relative permanent change in behaviour brought about by experience or practice.

If we examine both the words Experience and Learning they go hand in hand. They are complementary to each other. Learning is incomplete without the element of experience, as it defeats the purpose of education.

Then the question arises…..Why Experiential learning?

Experiential Learning is vital

  1. To ensure two way teaching learning process.
  2. To provide firsthand experience.
  3. To involve the child in the process of learning.
  4. To correlate what chid has learnt in the past.
  5. To apply the present experience to the future.
  6. To receive the instructions through his or her sense organs in the form of Auditory, Visual and Kinaesthetic.
  7. To develop problem solving, innovative and discovery bent of mind.
  8. To improve the attention span of the students.

The Next Question … what are the elements of Experiential Learning?

 We feel the experiential learning can be better understood by David A Kolb’s Experiential Learning Cycle.

The Experiential Learning cycle encompasses four components:

1. Concrete experience 2. Reflective observation 3. Abstract conceptualization 4. Active Experimentation

Let us discuss the aforesaid components briefly.

  1. Concrete experience

Concrete experience refers to the everyday experience or familiar experiences the child is undergoing in day today life. It can also be told that cognition through sense organs, what children touch and feel and experience. Based on the concrete experience provided the learner is classified into 3 broad categories Auditory, Visual and Kinaesthetic.

  • Reflective observation

The Second component of the Experiential learning cycle is reflective observation. The reflective observation follows the new experience the child has accumulated. The reflective observations may be impacted by earlier learned behaviour and ideologies of the child.

  • Abstract conceptualization

 Abstract Conceptualisation is the process of making sense of what has occurred and involves interpreting the events and understanding the relationships between them. At this stage the learner makes comparisons between what they have done, reflect upon and what they already know.

  • Active Experimentation

The fourth component of experiential learning deals with the process of testing existing thoughts by creating new experiences.  Learning in this stage takes an active form experimenting with changing conditions. The learner would take a practical approach and be concerned with what really works.

Experiencing is Learning and Learning is Experiencing.

To conclude, Experience would expel the obstacles and Leads to an Effective learning.

Albert Eisenstein says “Learning is experiencing, everything else is information”.

I hope all of us are on the same page.

References

https://www.simplypsychology.org/learning-kolb.html
https://www.pugetsound.edu/academics/experiential/create-experiential-learning-opportunities/available-resources
Posted in Uncategorized | Comments Off on Experiential Learning in the light of NEP 2020

Competency-Based Education

Competency-based education (CBE) is an “approach [that] encourages students to advance based on their capacity to master a skill or competency at their own pace, regardless of environment”. This approach can be tailored to suit a variety of learning styles and can result in more successful student outcomes. One of the key benefits of CBE is that learning centers on real-world skills and competency development. Students are empowered because they have control over when, where and how they learn. It focuses on the final outcome and not the excursion. CBE also promotes individualized learning and accommodates an assortment of learning styles, making it a truly personalized experience.

The focus of NEP 2020, is on development of competencies of a student, which in turn, will help students improve critical thinking and apply what have learned in their daily lives.

Major shifts envisioned in NEP are Art-integrated, sports-integrated, and story-telling-based pedagogies would be used to move classroom transactions toward competency-based learning. In terms of optimal learning outcomes, less emphasis on input and more emphasis on performance capacity. The learning outcomes, skills, and personality for each subject in a given class will be matched with formative and adaptive evaluation “as” “of” and “for” learning. Exam to evaluate achievement of learning outcomes by assessing core concepts of knowledge, applicable higher order skills, knowledge implementation in real-life contexts, and meeting 21st-century ability requirements.

Posted in Uncategorized | Comments Off on Competency-Based Education

Scope of languages in NEP 2020

Researches show that children pick up languages extremely quickly between the ages of 2 and 8. Multilingualism has great cognitive benefits to young students. Thus, children will be exposed to different languages early, with a particular emphasis on the mother tongue, starting from the Foundational Stage onwards. All languages will be taught in an enjoyable and interactive style with plenty of interactive conversation. It will subsequently lead children to write in the mother tongue in the early years, with skills developed for reading and writing in other languages in Grade 3 and beyond. There will be a major effort from both the Central and State governments to invest in large number of language teachers in all regional languages around the country, and for all languages mentioned in the Eighth Schedule of the Constitution of India. States from different regions of India may enter into bilateral agreements to hire teachers in large numbers from each other, to satisfy the three-language formula in their respective States. Extensive use of technology will be implement teaching and learning of different languages.

The three-language formula shall be flexible and will promote multilingualism as well as national unity. No language will be imposed on any State. The three languages learned by children will be the choices of States, regions, and the students themselves. However, at least two of the three languages must be native to India. Every student in the country will participate in a fun project/activity on ‘The Languages of India’, sometime in Grades 6-8, under the ‘Ek Bharat Shrestha Bharat’ initiative. In this project/activity, students will learn about the remarkable unity of most of the major Indian languages, as well as their rich inter-influences and differences. They will also get a sense of the nature and structure of tribal languages, and learn to say commonly spoken phrases and sentences in every major language of India as well as a bit about the rich and uplifting literature of each (through suitable translations).

Sanskrit, is an important modern language mentioned in the Eighth Schedule of the Constitution of India, possesses a classical literature that is greater in volume than that of Latin and Greek put together. It contains vast treasures of mathematics, philosophy, grammar, music, politics, medicine, architecture, metallurgy, drama, poetry, storytelling, and more. Sanskrit will thus be offered at all levels of school and higher education as an important and enriching option for students, in the three-language formula. It will be taught in interesting and experiential manner making it contemporarily relevant. Sanskrit textbooks at the foundational and middle school level may be written in Simple Standard Sanskrit to teach Sanskrit through Sanskrit and make its study truly enjoyable.

Posted in Uncategorized | Comments Off on Scope of languages in NEP 2020

Inclusion of ancient and eternal Indian knowledge in the curriculum as per NEP 2020

The rich heritage of ancient and eternal Indian knowledge and thought finds a very significant place in this Policy. The pursuit of knowledge (Jnan), wisdom (Pragyaa), and truth (Satya) was always considered in Indian thought and philosophy as the highest human goal. The aim of education in ancient India was not just the acquisition of knowledge as preparation for life in this world, or life beyond schooling, but for the complete realization and liberation of the self. World-class institutions of ancient India such as Takshashila, Nalanda,Vikramshila, Vallabhi, set the highest standards of multidisciplinary teaching and research and hosted scholars and students from across backgrounds and countries. The Indian education system produced great scholars such as Charaka, Susruta, Aryabhata, Varahamihira, Bhaskaracharya, Brahmagupta, Chanakya, Chakrapani Datta, Madhava, Panini, Patanjali, Nagarjuna, Gautama, Pingala, Sankardev, Maitreyi, Gargi and Thiruvalluvar, among numerous others, who made seminal contributions to world knowledge in diverse fields such as mathematics, astronomy, metallurgy, medical science and surgery, civil engineering, architecture, shipbuilding and navigation, yoga, fine arts, chess, and more. These rich legacies to world heritage must not only be nurtured and preserved for posterity but also researched, enhanced, and put to new uses through our education system. The system desires the future citizens of India to be the source of knowledge, wisdom, action and creativity. Every Indian student must be able to respect the nation and find pride in being an Indian. The world must look up to every Indian with grace and dignity.

Indian culture and philosophy have had a strong influence on the world. The same needs to be re-established via the pursuit of NEP 2020.

Posted in Uncategorized | Comments Off on Inclusion of ancient and eternal Indian knowledge in the curriculum as per NEP 2020

AIL – Connecting Classroom Learning with the Indian Art and Culture

Imagine, children studying in a school in Himachal Pradesh creating a film on Kathakali, one of the traditional dance forms of Kerala and learn about different subjects like history, mathematics, and so on. Similarly, children in schools of Kerala learning the Kangra Miniature Paintings, traditional art form of Himachal Pradesh. If you think this is a far-fetched dream, then you would be wrong. This is the current reality in our schools across India.

Art-Integrated Learning (AIL) has become an essential part of the school curriculum and pedagogical processes from academic year 2020-21. Quoting the Draft National Policy of Education 2019, “Art-Integration is a cross-curricular pedagogical approach that utilizes various aspects and forms of art and culture as the basis for experiencing the learning of concepts across subjects. As a part of the thrust on experiential learning, art-integrated education will be embedded in classroom transactions not only for creating joyful classrooms, but also for imbibing the Indian ethos through integration of Indian art and culture in the teaching and learning process at every level. This art-integrated approach will strengthen the linkages between education and culture”.1

Under this initiative, all states of India have been paired up for promoting learning about the other’s art and culture. Students of classes I-X have to mandatorily do at least one project in a year on the art form of the paired state. Students of classes IX and X have to take up an art-integrated group project as a subject enrichment activity in all the subjects for internal assessment. Students of classes I – VIII also have to work on art-integrated projects which should be trans-disciplinary in nature.

Art-Integrated Learning is different from art education. While the latter falls under the co-scholastic area, the aim of AIL is to use art as a tool or medium to learn about different subjects. Experiencing the beauty of arts and indulging in simple art-based activities makes learning joyful and also promotes competency-based education. Through exploration of different art forms, both visual and performing, children will also learn about the vast and diverse culture of our country. AIL makes attainment of learning outcomes a simple, meaningful and a joyful process which in turn enables students to come up with their wonderful and beautiful creative expressions.  

Footnotes

  1. http://cbseacademic.nic.in/web_material/Circulars/2020/33_Circular_2020.pdf

References

Image credit

Posted in Uncategorized | Comments Off on AIL – Connecting Classroom Learning with the Indian Art and Culture

Foundational Literacy and Numeracy Envisioned under NEP 2020

Just as tall buildings and towers need strong support to reach the sky, every child needs a solid foundation in the early years to lead a successful life. These words by Bill Gates, “The first five years have so much to do with how the next 80 turn out” emphasize enough on the importance of learning in the early years. Conversely, various research studies show disheartening statistics of around 5 crore children in elementary school, lagging behind the minimum level of learning, unable to read and comprehend simple text and do simple operations in math in our country. However, the National Education Policy (NEP) 2020 has given us a glimmer of hope by bringing the early childhood education on its priority agenda.

The NEP 2020 has declared achievement of the foundational literacy and numeracy as an urgentNational Mission. The policy aims to attain universal foundational literacy and numeracy by the year 2025 for which a ‘National Mission on Foundational Literacy and Numeracy’ has been set up under Ministry of Human Resource and Development (MHRD). The need to focus on Foundational Literacy and Numeracy is spelt out in existing low learning levels, high and ever-increasing drop-out rates, and inadequate language and mathematical skills in primary school children across India.

The provisions under NEP 2020 for foundational literacy and numeracy will help in narrowing this huge learning gap and build the much-needed robust foundation for our young generation. Here are a few key highlights of foundational literacy and numeracy under the NEP 2020.

  • The policy aims to achieve Universal Foundational Literacy and Numeracy through access to high quality Early Childhood and Care Education (ECCE).
  • It envisions making all children competent to read and write meaningfully before they enter class 3.
  • The goal is to develop basic numeracy competencies in all children till class 2.
  • It envisages a 3 months play-based preparatory class called Balvaatika for all children of age 5, before they enter class 1.
  • The focus has to shift from rote memorization to developing the ability of ‘how to learn’.
  • It is essential to provide such learning opportunities to children so that they are able to integrate their classroom learning with their real life experiences.
  • Schools have to ensure a friendly and congenial environment that promotes joyful learning.  
  • Curriculum should focus on holistic development of children along with building 21st centuries skills.

Along with the goals for developing literacy and numeracy skills, the NEP 2020 envisages good health and nutrition for all children through regular health-check-ups and health cards, efforts to boost mental and physical health, introducing energising breakfast with the mid-day meal. The NEP 2020 is very promising and hopefully it will bring about the much needed change in the early education space in India.

References

Image credit: https://imgbin.com/png/MGwKy645/education-child-quotation-learning-kindergarten-png

Posted in Uncategorized | Comments Off on Foundational Literacy and Numeracy Envisioned under NEP 2020

The 3 Qs for Holistic Development of a Child – Decoding NEP 2020

“Education cannot be effective unless it helps a child open up himself to life.” – Maria Montessori.

National Education Policy 2020 brings a ray of hope to the existing exam and marks-oriented education system. The rat race to simply pass or excel in exams by memorizing the concepts without developing subject-specific and vocational skills, is the prime reason for the ever-increasing educated unemployment.

NEP 2020, aims to achieve development of the three prominent quotients in every child – the 3 Qs for Holistic Development of a child – IQ, EQ and AQ.

Holistic Development of a Child = IQ + EQ + AQ

If implemented well, NEP 2020 within a decade, would be successful in creating holistic beings, instead of over-pampered, emotionally confused/ broken or risk-averse young adults.  With the pandemic, we have learnt the inefficaciousness of our education system.  The future scenario may bring jobs, career options quite different from the present, thus presenting the need of the hour for revamping education through competency building for the new global citizens from India.

Footnotes


1 https://www.sciencenewsforstudents.org/article/what-iq-and-how-much-does-it-matter
2 https://myframeworks.org/testmyeq/
3 https://www.psychologs.com/article/how-does-adversity-quotient-define-ones-ability-to-endure

References:

  1. https://www.deciphergroup.co.nz/updates-insights/iq-eq-and-now-aq/
  2. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

Image Credit:

https://solutioncreator.com.au/grit-resilience-and-adaptabilty/
Posted in Uncategorized | Comments Off on The 3 Qs for Holistic Development of a Child – Decoding NEP 2020

No Water, No Life! Ratna Sagar renews its pledge to create awareness about the importance of conserving water. #wwd #worldwaterday #water #life

Posted in Uncategorized | Comments Off on No Water, No Life! Ratna Sagar renews its pledge to create awareness about the importance of conserving water. #wwd #worldwaterday #water #life