Knowledge
Effective teacher training makes all the difference to students’ learning outcomes
It is an acknowledged fact that no education system in the world has excelled without making a significant investment in building a cadre of quality teachers. Attention is shifting from quantity – ensuring all children are in school – to providing quality education.
The long-neglected realm of teacher training is finally getting the attention it deserves, even if partially motivated by the threat of termination. Come August 2019, all teachers who lack the minimum qualifications mandated under the Right To Education Act, 2009, will be barred from continuing in service. That’s as far as certification goes. The real relevance of teacher training goes much deeper. It is an acknowledged fact that no education system in the world has excelled without making a significant investment in building a cadre of quality teachers. Attention is shifting from quantity – ensuring all children are in school – to providing quality education. And it is this weak link in the Indian education system that needs to be improved, sooner rather than later.
With teacher training often considered important only for procuring a job, quality invariably suffers. If teacher training is to be an ongoing process – to improve the quality of teachers, and thus of students – on whom does the onus lie for the effective training of our teachers? And what are the resources best recommended by educators to effectively train teachers? Read on for an assessment by industry leaders…
Need of the Hour
Nisha Rana, Principal, BRCM Public School, Bhiwani
“Keeping in mind the modern pedagogy and responsibility of a teacher today, it is imperative that the teachers should have the requisite qualification to be a teacher,” says Nisha Rana, Principal, BRCM Public School, Bhiwani. “Teaching qualifications typically involve subject matter expertise, psychological awareness and classroom management. To provide teachers with the greatest chance of success, they need to have completed a teacher preparation program that provides them with knowledge, experience, and guidance. When this does not happen, we not only risk teachers leaving the profession quickly, but more importantly, we risk the education of entire classes of students. With the changing scenario, there is a lot of change in the curriculum and teaching techniques. The day-to-day innovation in technology has tremendously affected the teaching techniques and become the integral part of teaching. Students deserve the best we can offer them. We definitely want those with a natural aptitude to go into teaching, but that aptitude needs to be refined and developed through proper training. I feel the April 2019 deadline is a long-due corrective remedy and teacher training is finally getting its due.”
Shalini Nambiar, Vice President, GEMS Education
“The framing of the New Education Policy (NEP) provides us with an opportunity to review and redesign the current teacher education programmes,” affirms Shalini Nambiar, Vice President, GEMS Education. “Teachers need to be viewed as professionals who require multiple skills to do their job, and accordingly professional standards need to be built into all teacher education programmes. These programmes must focus both on building an essential knowledge base, as well as skill sets required for making a difference in the classroom. Importantly, they must locate the professional development of teachers within the larger socio-cultural, economic and political context of contemporary India. Teachers need to be made more accountable through enhanced involvement of the school management committees, recognizing the need for supportive supervision and incentives to ensure teacher performance and accountability.”
Seema Handa, Director, Eklavya School, Jalandhar
“Not just teacher training, most professions require on-going updation of knowledge and skill,” vouches Seema Handa, Director, Eklavya School, Jalandhar. “It is encouraging that finally attention is being focused on teacher training. Highly trained teachers with regular up-skilling will help the Indian education system to finally catch up with the rest of the world, somewhat like we have in the field of digital and internet technology.”
Harpreet Randhawa, Director, VInspire Training & Consultancy Pvt Ltd
Harpreet Randhawa, Director, VInspire Training & Consultancy Pvt Ltd adds, “Teachers who do not fulfil the minimum qualifications mandated are given the appropriate opportunity to undergo upgradation of qualification along with training and skills development. With the right approach, appropriate need analysis, and fixing of timelines, teacher training will get its overdue recognition.”
Deeper Relevance
Fatema Agarkar, Co-founder, KA EduAssociates
Beyond the need for certification, teacher training has a deeper relevance. As Fatema Agarkar, Co-founder, KA EduAssociates, one of the most sought after teacher training institutes for its skill-based and customised training to cater to 21st century learning, explains it, “As a nation, we need to recognise that schools are responsible for shaping our future as these children eventually take their place in the world and will be leading decisions that may affect us economically or politically. So those shaping their world today, simply need to be highly capable of managing children and their individual needs – get them to create and ideate more so that they can think of solutions for problems that exist today. Qualifications alone do not define this – qualifications give you a base, but there is a lot of skilling required thereafter and in a sustained manner to ensure that teachers cope with a changing world and its competitive demands. So in a way, this corrective step (and I won’t get drawn into a debate of late or early because I have more pressing concerns) is one way of looking at addressing the current situation that warrants better teaching learning processes.”
Fatema affirms that she has interacted with several teachers as part of various NGO volunteering programs, who are perhaps more inspiring than qualified and experienced teachers simply because their passion to make it simpler and decode the subject is far greater than the need to deliver facts or simply test children. “They are looking for that spark in the child and working towards it. So personally, I believe that skilling a teacher, sustained teacher training is what I am more excited about and this is with or without qualifications.”
Quality Improvement
“At the crux of the education system is the most important person – the ‘Teacher’, who is also the most neglected person in our system,” points out Shalini Nambiar. “People are spending crores to build a great school, with fancy building but the amount of funds allocated to teachers is peanuts. First and foremost to attract good quality teachers one needs to pay them well; after all, if we pay peanuts we will only get monkeys. The framing of the New Education Policy (NEP) provides us with an opportunity to review and redesign the current teacher education programmes. Teachers need to be viewed as professionals who require multiple skills to do their job, and accordingly professional standards need to be built into all teacher education programmes. These programmes must focus both on building an essential knowledge base, as well as skill sets required for making a difference in the classroom. Importantly, they must locate the professional development of teachers within the larger socio-cultural, economic and political context of contemporary India.” She believes teachers need to be made more accountable through enhanced involvement of the school management committees, recognizing the need for supportive supervision and incentives to ensure teacher performance and accountability.
Savita Venkat, Chief Development Officer, Bombay Cambridge International School
Savita Venkat, Chief Development Officer, Bombay Cambridge International School, Andheri (W), adds, “Teacher training, teacher upgradation programmes, and teacher credibility is to be tested and done periodically. We need to establish a clear cut recruitment policy with competency matrix, have an almanac for teacher training. The area of training is confirmed at the time of yearly appraisal where gap and growth can be identified and the institution organizes training and upgradation in these programmes. Having a monitoring and supervision plan in place will surely help in gathering quality teachers.”
An Ongoing Process
R K Ranavat, Principal, Oxford International School, Rajkot
According to R K Ranavat, Principal, Oxford International School, Rajkot, the government’s NEP makes it critical to focus on teachers and teacher education to ensure quality education. “Teachers need to be made more accountable through enhanced involvement of the school management committees, recognising the need for supportive supervision and incentives to ensure teacher performance and accountability, as well as use of technology to monitor teacher attendance and curb absenteeism. New teachers have many challenges that they face each day. Teacher training helps prepare new teachers for these challenges. While teacher training and student teaching won't completely prepare new teachers for every issue they will face, it can help them feel more confident about many common problems that arise for teachers each day. Without this background, teachers might feel like failures and eventually give up,” he opines.
Anuradha Govind, Principal, J M International School, Dwarka
“It’s a teacher who builds the nation. It’s the cadre of transformational teachers who have the power to change the outlook, thought process and character of an entire generation of our young citizens and therefore it’s not just our responsibility but an inevitable necessity for us to invest in building innovative teachers, productive teaching, holistic curricula and child-centered schools,” avers Anuradha Govind, Principal, J M International School, Dwarka. “The education system of our country needs loads of accountability and tons of integrity with the vision for nurturing 21st century skills in our children. For that we need to break free of conventions and think afresh. No education system in the world has excelled without making a significant investment in building a cadre of quality teachers, is a fact. But before investing, we also need to first ensure what we understand by ‘Quality’. We must begin with understanding our aims for our children. What kind of citizens do we want to produce? To make this possible what kind of knowledge and skills should our children possess? For such 21st century knowledge and skills, what kind of curricula, learning resources and teaching-learning methods will be required? What kind of wisdom, proficiency, ability, skills, talents, personality, value-systems, and knowledge base do we need in a teacher who could be able to make all our children happily acquire all of that? We need to keep in mind our goals and redesign our vision, education system, curricula, learning resources, learning environment, methods of teaching and assessment with a shift from ‘teaching’ to ‘learning’, from ‘marks’ to ‘excellence’, from ‘degree’ to ‘ability’, in order to ‘rectify’ this ‘weak link’ in education and develop some awesome teachers who would develop an amazingly skilled sensitive, responsible and dignified generation of 21st century global citizens.”
Taking Onus
Anuradha Govind likens it to a bitter pill to swallow, when she maintains that most of the teacher training courses like and B.Ed, NTT and many of the institutions which offer them, are not being able to play a role bigger than offering a certification for a job. “Sadly, there is hardly any vision for anything other than some redundant text to be crammed and writing a set of stereotypical exam, which is nowhere about any kind of ‘productive’ learning, excellence or ability to be the teacher who will produce a generation of thinkers and problem solvers with all round personalities.” The truth, she says, is that most of the ‘eligible’ degree holders do not enter the education arena with an ability, intent and passion to make a difference. “Let’s admit the fact that the outlook mostly is towards ‘a job of convenience’; nowhere close to a ‘mission to transform lives’. The onus for this lies on our entire system and everyone who is a part of this machinery,” she avers. “We have been so far failing to attract the right kind of talent towards a career in teaching. We have not been able to give the teaching profession a sought after and desirable status in the minds of our people like that of engineering, medicine and many others. We, on an urgent basis, need to restructure our teacher training programmes and the constant learning, ongoing training, brain-storming, and motivation are as vital to the quality of education as is oxygen for living.” Now that is an indication of the passion needed to take onus and take it forward dynamically!
Dr Swati Popat Vats, President – Podar Education Network
Dr Swati Popat Vats, President – Podar Education Network believes it is the schools that should take on the responsibility for conducting refresher courses for teachers. “There is so much changing in global education trends that schools must ensure that their teachers are up to date with latest research and practices. In IB board accreditation process they check what trainings the staff has undergone in the last few years, similarly the other boards should make it a mandatory point in their accreditation process.”
Seema Handa avers that with the tech revolution already in place, cost and availability of tech is no longer the major issue. “India’s challenge remains its huge numbers! Pockets of excellence exist but to scale up in a vast country like India with its geographical and demographical diversity, requires both government and individual endeavor,” she points out. “Schools-Teachers-Parents are engaged in the same enterprise; that of educating young children. This triangle is duly supported by the government, non-government, public and private enterprises. So the onus lies on all of us – the government, society at large, the schools, and most importantly on the parents. As long as the parents remain focused on premium brands or infrastructure, the quality of teachers and the quality of education will continue to suffer. As soon as the focus shifts to the quality of education being imparted in a school, we shall see a major upswing in the quality of teachers and hence their teaching,” she states, adding, “At the same time, the government and policy makers need to give direction to the change being sought.”
“As a decision maker in school, it is critical to take stock of the situation and know your strengths and challenges and create a road map ahead for what the priorities are,” maintains Fatema Agarkar. She believes that the responsibility cannot rest solely on the shoulders of the management. “Teachers must take responsibilities independently to upskill and upgrade themselves which shows commitment to your passion too. This partnership of organisation and self may get quicker results that a one sided approach and ultimately, whether you part of the management or a teacher, there is an unwritten rule in the education code of the conduct – and that is we owe it to that unassuming child to deliver content is the best and most effective way possible. Hence, it is everyone's responsibility.”
The Way Forward
Fatema Agarkar recommends “a combination of online and face to face sessions, hands-on case study discussions, exposure to an alternative industry or industries as grounds for learning how to manage time etc.” She adds, “Social media makes it so easy to partner other educators via closed and open books to get help in case you are stuck with a problem etc. Time spent in research and how to research effectively will be an important resource tool. Teachers need to be trained by experienced trainers who combine best practices and research, hands-on, implementable strategies and their own personal expertise of being in a classroom. The quality and flexibility of the trainer makes all the difference as teachers need to know how to apply the knowledge amassed in the context of their classrooms.”
As Dr Swati Popat Vats puts it, “Teachers require a minimum qualification that prepares them to teach their subject matter, prepares them about understanding children and also supports them to understand lesson and curriculum planning and implementation with different types of learners in the classroom. Also we do include special education but are our teachers really equipped to deal with all kinds of learning delays and difficulties and gifted and talented children in the class? It is time we really respected our teachers and it can be done with the following-
1. Revamp the present B.Ed. program so that globally relevant practices like brain research, dealing with challenging behavior, life skills are all included.
2. Ensure that teachers undergo a refresher course every two years.
3. Keep a minimum wage benchmark for both government and private schools.
4. Teachers should not be allowed to take tuitions unless mandated for a child by a special educator. It is commercialization of teaching that has brought down the standards in the classroom and the respect value in parents and society for teachers.
5. Teachers to be not used for other government related work like elections etc.
6. Teachers to be given minimum facilities like free travel, free medical and access to computers and internet and library for their research and curriculum planning
Harpreet Randhawa advocates a four-pronged approach – “Teachers active in the profession should undergo face to face soft skills and behavioural skills training as we do in other professions. B.Ed/ M.Ed also needs to be upgraded, and aptitude tests and assessments made mandatory. Teacher training institutes by the government should be instituted and the right people be selected to run and implement the courses. Finally, academicians should be involved to ensure the quality is maintained more than the promoters. I do understand it is the number game and a business model without doubt, but like health sector, education sector needs to be secured by the government for coming generation to produce teachers. Else we shall have robots programmed to teach and who knows an applied version of e-schooling would be developed wherein you need no school, no teacher and institutions are run remotely!”
“Access to technology can be a great equalizer,” believes Seema Handa. “With government support, linked with private enterprise, pedagogy and best practices from around the world can be adapted and implemented in the Indian context. Identifying the ground-breaking work already being done in certain pockets of India and bringing it mainstream will be another resource which can be tapped. We must tap into India’s huge reservoir of traditional wisdom and value-based education system, and reinvent the present education system, making it relevant in the 21st century.”
According to Shalini Nambiar, a “well-developed PD programme with internal and external resources is key. Each teacher must observe at least two of her co-workers classes per week. Internal trainings are most effective as the school knows its needs and can plan individualized programmes to effectively train the teachers.”
Key resources, according to Savita Venkat, would be the Cambridge teaching and learning diploma for teachers, HUB trainers for education, subject specific training by authors and subject experts, IBDP teacher training, teacher training conducted by NCERT and ICSE boards as well as enrichment programmes by the British Council.
Dr Ranavat recommends approaching the challenge of poor quality education and growing shortage of teachers by connecting qualified teachers to develop their own teaching practice to inspire and empower communities of teachers around the world. “Our teacher training should lead teachers through cycles of workshops, observations and coaching to enable them to become self-reflectors and continuously improve their own teaching and encourage colleagues to do the same.”
Teaching and learning go hand in hand, which makes it necessary for the schools to have teacher training modules which are well knit in the curriculum and should cater to the demands of teaching fraternity which may arise during the teaching learning process, opines Nisha Rana. “A good teacher training program should be like a support for teachers to sharpen their tools as and when required. It is important that schools recognize the importance of well-structured teacher development programs which are in tandem with the teaching learning requirements of the schools. Teacher development programs should be given their due importance in the curriculum as they have a great role to play in the students’ performance and development. There is also great need to understand and research various models for the same and simultaneously let them voice out their requirements to enable better teaching learning practices.” Among the measures she recommends are web based resources, regular training sessions to hone computer skills, frequent in-house motivational workshops to be conducted by head and senior teachers, regular counselling sessions by motivational experts and subject experts, proper annual assessment of all teachers, and provision of opportunity given to teachers for their self-improvement.
Dr Swati also recommends that teachers invest in their own training. “Teachers should read books written by educators like Alfie Kohn, John Holt; become members of teacher discussion groups and forums; connect with educators on LinkedIn and Facebook; read essential blogs by educators; invest in magazines like ScooNews, Education World, and Brain feed etc. and stay updated; and attend workshops, seminars, and conferences both online and face to face.
As Rana summarises, “Remember; every teacher who is not learning and growing will result in students who are not learning and growing at some level. Poor and ineffective professional development hurts teachers. It hurts their students. It hurts their community and, since quality education is so highly correlated with economic growth, it hurts their nation.”
…Still think too much of a fuss is made of teacher training?
This was the cover story in our November 2017 issue.
Language evolves at a rapid pace, and the younger generation—Gen Z and the emerging Gen Alpha—are taking it to new heights. Social media platforms like TikTok and Instagram have become hotbeds for linguistic innovation, where abbreviations, slang, and newly minted words emerge faster than ever before. Words like “brb,” “slay,” “sus,” and even Oxford’s Word of the Year 2024, “brain rot,” are part of their everyday vocabulary. But amidst this linguistic whirlwind, one question arises: Are teachers catching up?
A Gap in Communication
Imagine a classroom where a student says, “brb! Wanna use the washroom,” and the teacher pauses, unsure of the abbreviation. Such scenarios highlight a communication gap. Research consistently shows that effective communication between students and teachers fosters trust, engagement, and better learning outcomes. According to a 2022 study by Education Week, students who feel understood by their teachers are 45% more likely to excel academically and 30% less likely to skip classes.
However, understanding Gen Z’s and Gen Alpha’s linguistic trends isn’t just about learning a dictionary of slang—it’s about bridging a generational divide and fostering mutual respect.
Tackling the Language Gap
- Training Teachers on Evolving Language
One way to address the gap is to provide teachers with targeted training sessions that focus on the language trends of younger generations. These sessions could include decoding popular abbreviations, slang, and even cultural references that dominate social media. This approach can help teachers stay relevant and avoid miscommunication. However, with mounting academic and emotional responsibilities, many educators might find such training an added burden. - Building Relationships Through Interaction
A more organic solution lies in fostering better teacher-student relationships. By engaging in informal conversations with students, teachers can learn their language naturally. This approach not only helps teachers understand evolving slang but also humanises them in the eyes of their students, fostering trust and relatability. Interacting with students on their terms creates a classroom culture of mutual respect and understanding.
The Role of Language in Education
Language is more than just a tool for communication—it shapes relationships and builds cultural bridges. The words of the year like “manifest” and “brat” represent not only linguistic trends but also cultural shifts towards empowerment, individuality, and self-expression. Teachers who understand this language can better connect with their students, appreciating the unique values and pressures they face.
The Words of the Year 2024—‘brain rot’, ‘manifest’, ‘brat’, and ‘demure’—offer educators a glimpse into the psyche of today’s youth.
For example, ‘brain rot’ reflects Gen Z’s awareness of digital overconsumption, while ‘manifest’ underscores their optimism and drive for self-improvement. A teacher who grasps these nuances can integrate them into lessons and discussions, creating a more engaging learning experience.
Ultimately, understanding the language of younger generations is a two-way street. While teachers can make an effort to decode Gen Z and Gen Alpha slang, students too can adapt to bridge the gap. The key lies in fostering dialogue and mutual respect, ensuring that language differences become a point of connection rather than a barrier.
As language continues to evolve at a breakneck pace, the classroom must remain a space where both students and teachers feel heard and understood. By embracing change and prioritising communication, education can keep up with the times while maintaining its core values.
CLIL or Content and Language Integrated Learning is a relatively new and underutilised pedagogical approach to language learning. It is a generic term referring to the teaching of a curricular subject through a foreign language. The basis of CLIL is that the teaching-learning is carried out in a language that is not the mother tongue of the students. The end objective remains to learn the second language while the content is extracted through other subjects which the students already study as part of their curriculum. It is a dual-focused approach in which both the content and the language are learnt simultaneously.
The CLIL Methodology
The successful implementation of a CLIL programme relies on the collaboration between language teachers and content teachers. Each is an expert in his or her field, so they need to share both their respective ideologies and materials.
A content teacher is someone who teaches a subject — for example, biology, history, or art. This does not mean just teaching the subject in the English medium. These content teachers are not experts in language acquisition or pedagogy as they are experts only in their respective subjects. Content teachers also depend on the support of the language teacher to diffuse the elements of the language into their subject matter. Thus, both types of teachers have to work in close conjunction with one another to make CLIL successful.
A language teacher is principally responsible for teaching English (or another language), but in the CLIL programme, he or she also supports the content teacher by introducing relevant vocabulary and functional language related to a given subject. This is a more powerful approach to learning a new language as it focuses on the authentic use of language rather than learning it through decontextualized content fragments, memorising grammar rules, or the cramming of curricular subjects.
Let us take the example of a history lesson. The content teacher explains the Civil Disobedience Movement through pictures, demonstrations, and using the textbook in English, and if necessary, the students’ first language. In parallel, the English language teacher might teach students the grammatical structures used for explaining the past tense (simple past, past progressive, and past perfect), the language to describe cause and effect (because of, due to, results in), and word forms (empire, emperor). In summation, the student has learnt both the concept of the Civil Disobedience Movement and can articulate or explain it using appropriate grammar and terminology.
The CLIL Framework
The framework of CLIL is based on the 4Cs i.e., Content (or the subject matter), Cognition (the process of learning and thinking), Communication (the process of interacting and using the language), and Culture (developing an understanding of the language). So, CLIL teaching is not only a matter of learning how to teach both content and language, but also how to integrate them. In this aspect, it is very different from immersion or content-based instruction techniques of language acquisition as it emphasises the need to harmonise language and content-based learning rather than prioritising one over the other.
According to Marsh et al. (2001), students cannot improve their content knowledge and skills without learning the language, because the subjects are discussed, constructed, evaluated and embedded in the language. The basic aspect of learning any language or developing fluency in it is to acquire as much vocabulary as you can. Vocabulary can be divided into three parts: Basic vocabulary, academic vocabulary, and discipline-specific vocabulary. CLIL involves learning to use language appropriately while using language to learn the subject adequately.
In every CLIL lesson plan given by the University of Cambridge, ESOL examinations it is repeatedly insisted that “Every subject has its content obligatory language which means a subject-specific vocabulary, grammatical structures, and functional expressions”. For instance, a chapter on ‘Plants’ in Grade 3 Science would have vocabulary such as ‘photosynthesis’, ‘stomata’, ‘sunlight’, etc which are domain-specific for science for that level. Therefore, each chunk of content associated with CLIL has a specific vocabulary and the teacher has to relate his/her teaching with the newly learnt vocabulary with the old one, which is also the preliminary step in the CLIL approach.
The Final Word
The objectives of CLIL are varied, but among the most relevant ones are to improve the educational system, to establish the necessary conditions that will allow students to achieve the appropriate level of academic performance in curricular subjects, to develop intercultural understanding and to hone their social and thinking skills. Moreover, CLIL prepares students for the globalized world by increasing their motivation to learn foreign languages and cementing their intercultural competence.
As an approach, CLIL has been very successful in countries such as China, Malaysia and Thailand in promoting content learning and language acquisition. In India too, CLIL is gaining currency slowly and steadily but needs some more research, the willingness to adopt, and flexible implementation. Some initiatives have been taken in this direction. For instance, CLIL@India a 3-year project co-funded by the European Union was a consortium of 7 Universities from India and Europe dedicated to developing a new model of bilingual education by introducing Content and Language Integrated Learning (CLIL) as an innovative pedagogical practice in the Indian education system to preserve the nation’s multilingualism.
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References:
- https://bridge.edu/tefl/blog/what-is-clil/
- https://www.onestopenglish.com/clil/what-is-clil/501038.article
- https://www.teachingenglish.org.uk/article/clil-lesson-framework
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Authored By- Sanjhee Gianchandani
Sanjhee Gianchandani is an English language curriculum designer and editor with a Master’s from LSR, University of Delhi, and a CELTA from Cambridge. She has authored grammar books, edited over 100 academic and literary works, and specialises in English language teaching (ELT) pedagogy.
As an educator, I embarked on a fascinating journey with my students to explore the unit “How We Organize Ourselves.” Our approach was rooted in Project-Based Learning (PBL) principles, designed to foster a deeper understanding of complex concepts through hands-on experiences. This article will delve into our collaborative learning process, highlighting the integration of technology, critical thinking, and creativity.
Provocation and Inquiry
Our journey began with a thought-provoking exercise in the “messy library,” where students were tasked with rearranging books using various systems, such as genre, color code, language, or alphabetical order. This activity sparked critical thinking, encouraging students to think creatively and develop problem-solving skills As they shared their experiences, they naturally incorporated vocabulary related to systems, voting, disagreements, rules, and strategies, laying the groundwork for future connections.
Gallery Walk and Comic Strips
The next step was a gallery walk, where students engaged with comic strips depicting different forms of government. By analyzing the images and dialogues, they began to grasp the underlying concepts and connect them to their previous library experience. This visual approach facilitated a deeper understanding of how governments function as systems
Tech Integration and Infographics
To further explore the democratic form of government, students conducted research and created infographics using Canva. This tech integration enabled them to effectively communicate their thoughts and analyze the features of democracy in various countries Their presentations not only showcased their understanding but also encouraged critical thinking about the differences in governance across nations.
Language Curriculum Integration
As we transitioned from democracy to monarchy, the language curriculum was seamlessly integrated. Students received case studies of 10 different monarchs and, through reading analysis and evidence-based claims, developed a deeper understanding of these systems. By presenting their findings through mini lessons, they gained confidence in their comprehension and re-examined the diverse approaches of monarchs in handling their countries’ situations.
Independent Research and Comparison
To solidify their understanding, students conducted independent research on another form of government using the 5-step research process. This exercise allowed them to dive deeper into the concept of various governance systems and create personalized notes to reinforce their knowledge. As an assessment task, they compared and contrasted different forms of government using a comparison chart, leveraging their previous experience with infographics and graphic organizers to organize their thoughts systematically.
Strategic Planning and Critical Thinking
Throughout this journey, strategic planning and clarity of critical thinking skills enabled students to organize their understanding in a more effective manner. By analyzing and evaluating information, they developed a deeper comprehension of the various forms of government
Taking Action: Creating a New Government System
With a solid foundation of knowledge, students took the next step by forming their own government system. They crafted their own constitution, preamble, and even experimented with combining two forms of government to create a new one. This hands-on experience empowered them to think critically and creatively, applying their understanding to real-world scenarios.
Therefore, this integrated and project-based learning journey not only deepened students’ understanding of governance systems but also cultivated essential skills in critical thinking, collaboration, and creativity. By embracing a student-centered approach, we can empower young minds to become active participants in shaping their own learning experiences.
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This article is authored by- Arushi Sikri, IB PYP Educator, Prometheus School, Noida
Let’s focus on the importance of quality in education and the significance of learning to give.
The best way to deliver quality education and bring about the personal and social development of an individual is by empowering young people to follow their passions. The education process today is built on the 4S approach – Service, Skill, Sport, and Study. The CBSE, CISCE, and most of the national boards are now incorporating skills and activities beyond the classroom into their curriculum.
Each of these four dimensions of learning is equally essential for helping young people find themselves and become the leaders they aspire to be.
Service is the numero uno of the 4S
Mahatma Gandhi said, “The best way to find yourself is to lose yourself in the service of others.”
Service, also referred to as Community Service or Social Service, has been an integral part of The Doon School since its inception. The first Headmaster, Mr Arthur Foot, believed that “the boys should leave The Doon School as members of an aristocracy, but it must be an aristocracy of service inspired by ideas of unselfishness, not one of privilege, wealth or position.” This principle has remained a foundational aspect of the school for decades. Over the years, The Doon School has amassed an impressive record of service. The students have consistently extended a helping hand across India during major earthquakes, tsunamis, landslides, and floods. For instance, during the 1991 Uttarkashi earthquake, when all communication lines were down, the school’s HAM radio club collaborated with the state administration and aid providers to establish channels of communication with the base station.
All boys at The Doon School must complete mandatory hours of social service. The school runs a Panchayat Ghar where students teach underprivileged children. Over the years, the school has adopted villages, working with villagers to construct houses, community centres, school buildings, sanitation systems, energy efficiency systems, and self-employment projects, including small-scale irrigation systems. Apart from village development, the school is actively involved with the Raphael Ryder Cheshire International Centre and the Cheshire Home.
Socially Useful Productive Work (SUPW) was introduced as a subject in Indian schools, where students could choose from various vocational education activities—embroidery and knitting, gardening, cooking, painting, carpentry, and other crafts and hobbies, as well as community service for senior students (Class IX onwards). This subject was introduced in 1978 by the Ministry of Education to promote Gandhian values and the educational ideas of Mahatma Gandhi. While many private schools have discontinued the subject, it remains an ancillary but mandatory part of the curriculum in schools affiliated with the Council for the Indian School Certificate Examinations (CISCE), which conducts the ICSE and ISC examinations. It is also taught in some Central Board of Secondary Education (CBSE) schools, including all Kendriya Vidyalaya and Jawahar Navodaya Vidyalaya schools.
Skill
Skill development aims to encourage the growth of personal interests and practical skills. Music, crafts, arts, nature, communication, hobbies, indoor games, vocational skills, and performance skills are examples of such activities. These interests are typically non-physically demanding and may be hobbies, vocational, or job-related.
“Skill is the learned ability to carry out a task with pre-determined results often within a given amount of time, energy, or both. In other words, the abilities that one possesses. Skills can often be divided into domain-general and domain-specific skills. For example, in the domain of work, some general skills would include time management, teamwork and leadership, self-motivation and others, whereas domain-specific skills would be useful only for a certain job. Skill usually requires certain environmental stimuli and situations to assess the level of skill being shown and used.” ~ Wikipedia
Various forms of skills that schools should help deliver include labour skills, life skills, people skills, social skills, soft skills, and hard skills.
Sport
Sport is not only important for children’s health but also enhances learning achievement, resilience, and psychosocial and motor development. Children who engage in sports from a young age are more likely to continue doing so as they grow older. School-based sports programmes can lead to noticeable positive changes in teens’ behaviour and outlook. When students participate in sports, they can benefit not only physically but also socially and mentally!
Sport should encourage young people to improve their personal physical performance through training and perseverance in activities they enjoy. Physical activity is vital to young people’s holistic development, fostering their physical, social, and emotional health. The benefits of sport extend beyond physical well-being, and the educational value of sport should not be underestimated.
Round Square and International Baccalaureate (IB)
Round Square is a worldwide association of schools across five continents sharing unique and ambitious goals. Students attending Round Square schools make a strong commitment to personal development and responsibility, beyond academic excellence. The Round Square approach promotes six ideals of learning: Internationalism, Democracy, Environment, Adventure, Leadership, and Service. These are incorporated into the curriculum across all member schools, providing opportunities for student and teacher exchanges, community service projects, and conferences.
The International Baccalaureate (IB) offers four programmes for students aged 3 to 19, helping develop the intellectual, personal, emotional, and social skills necessary for living, learning, and working in a rapidly globalising world. The IB aims to develop inquiring, knowledgeable, and caring young people who contribute to creating a more peaceful world through intercultural understanding and respect.
Study
Study is the process of applying the mind to learning and understanding a subject, especially through reading. According to the dictionary definition, study refers to ‘the application of the mind to the acquisition of knowledge, as by reading, investigation, or reflection.’ This is just one aspect of a young person’s growth at school.
A good school must provide the best ecosystem for the personal and social development of an individual. This can only be achieved when we focus beyond studies, giving equal emphasis to Study, Skill, Service, and Sport.
This article is also published in the Good Schools India Journal.
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Authored By- Sandeep Dutt, Founder, The Good School Alliance
Education
53% of Students, 40% of Colleges, and 57% of Corporates Prefer 4-6 Month Internships: HirePro Report
Bengaluru, 1st October 2024: The landscape of internships in India is evolving, with students, colleges, and corporates showing a growing preference for internships lasting 4 to 6 months, according to a recent report by HirePro, an AI-powered recruitment automation firm. The report, titled ‘The New Reality in College Hiring,’ surveyed over 20,000 students, 350 educational institutions, and 200 corporate entities, along with insights from 100+ campus recruitment experts.
The findings reveal that 53% of students, 40% of colleges, and 57% of corporates prefer internships that span one semester (4-6 months). This duration is seen as ideal, offering students enough time to gain practical exposure while allowing corporates to closely assess a candidate’s adaptability and learning capabilities. However, 37% of colleges advocate for longer internships lasting 10-12 months, while 40% of students favour shorter internships of 2-3 months.
Flexibility emerged as a key priority for students, with 68% willing to relocate for the right opportunity and 79% open to remote internships. In contrast, 71% of corporates are hesitant about remote work, citing concerns over effective supervision. Interestingly, 67% of colleges support remote internship models, recognising the digital shift in the job market. There is also a notable interest in part-time internships, with 86% of students keen on this option, though 55% of corporates are opposed.
According to Mr. S Pasupathi, COO of HirePro, “Internships have increasingly become a preferred mode of candidate selection for many corporates,” highlighting the growing importance of internships as a pathway to employment.
Internships: The New Classrooms
Internships have emerged as the new classrooms where students learn real-world skills that traditional education often overlooks. The industry is never confined to textbooks or the four walls of a classroom; it’s dynamic, ever-changing, and requires hands-on experience. Engaging in internships allows students to bridge the gap between theoretical knowledge and practical application, preparing them for the realities of the working world.
In recent years, microlearning has become an accepted teaching and learning methodology due to the effectiveness of bringing knowledge quick and timely to the learner. Learners have also regarded this paradigm as transformational in nature because it aids in information acquisition and retention by breaking complex matters down into simpler, smaller modules. Microlearning permits the learner to focus on one topic at a time because the information is given in a summarized fashion, enabling them to learn better and remember for a longer period. Also, through the modular approach of microlearning, updates and changes are easily integrated, helping them to keep up with changing situations. In today’s fast-moving world, wherein the need is to adapt and absorb newer information at a quicker pace than ever before, microlearning ideally meets this demand. Key Features of Microlearning are below,
Short and Focused Content
The microlearning modules are brief, typically around 3 to 10 minutes long. It is this brevity that enables learners to concentrate on one subject matter, step, or piece of information at a time, without cognitive overload, thus, making the learning process more manageable. By limiting the scope of a lesson to one single objective, learners are able to comprehend the material better and thus, they can retain it for a longer period of time.
Multimedia-Rich Formats
This applies the use of different multimedia formats for easier facilitation of learning. These include videos, infographics, animation, podcasts, quizzes, and even simulations that are interactive. The use of all these kinds of media means that microlearning caters to all kinds of learners: visual, auditory, or kinesthetic. The use of multimedia therefore adds variety to the learning process and maintains the interest of the learner in the materials.
Also, through multimedia usage, boredom is avoided and the learners remain interested in the content as it seems to be information-based but also entertainment-based. While the interactive elements include quizzes and simulations, which reinforce learning by providing context for the application of what has been learned.
On-Demand and Flexible
The most impactful benefit of microlearning is its flexibility. A learner can access the modules as they want, and from any location, whether at work, home, or during their commute. This on-demand access means that learning can be easily integrated into daily routines, making it possible to learn at a time and place that suits the individual. Moreover, students can select the modules that correspond to their existing problems or knowledge gaps, thus, driving a more personalized learning experience.
Mobile-Friendly
The mobile correspondence of microlearning content is a highly influential aspect in a world where mobile device usage is so widespread. Microlearning modules are mostly built with a mobile-first approach, so they can be easily navigated and accessed by smartphones and tablets.
This mobility provides learners with the ability to participate in learning activities on the go, be it during break times, when on the road, or in between tasks. The capability to acquire knowledge in pieces through a mobile device fits the current lifestyle and thus, education becomes more available than ever.
Just-in-Time Learning
Microlearning is superb in implementing this type of learning called “just-in-place” learning which refers to offering the information that students require precisely at the moment they require it. The method is of particular importance in professional environments where workers often need quick access to particular knowledge or skills they may need to finish a task or solve a problem. As an instance, a sales team officer can access a microlearning module that discusses the latest product features just a few minutes before a client meeting. This immediacy strengthens the content’s relevance and applicability, which in turn leads to better performance and outcomes.
Benefits of Microlearning
The most important feature of microlearning is’ its flexibility and adaptability. Learners can choose when and where they want to study the material since they can access it at their own pace and convenience. Be it at work during a lunch break or on a bus ride, microlearning gives the learners the liberty to choose the learning path. And it is precisely this flexibility that allows the learners to get the most out of the content and apply what they have learned in practice, as they can take an approach to the material that best works for them.
Improved Retention
Research proves that separating the information into smaller, simple and more manageable pieces enhances memory retention. The theory is based on the idea of “chunking,” which is a psychological principle that states that information is grouped into smaller units making it easier to process and recall. Microlearning strengthens this perspective since it provides content in small chunks, which in turn decreases cognitive load and helps the information to be transferred into long-term memory. The mindset of learners is positively influenced by the fact that chunked information is easily remembered. Because the learners can focus their full attention on one piece of information, they are not overwhelmed by other pieces of information.
Increased Engagement
The entertaining aspect of microlearning is one more key advantage. The fact that the content is sent in different multimedia formats, microlearning to capture the learners’ interest and not lose their motivation. Each module’s short duration also aids in keeping attention since learners are less likely to get tired or bored, as is the case with longer, more traditional learning sessions. Additionally, the interactive features normally found in microlearning like quizzes and simulations, are so engaging that learners get involved in the learning process and the whole process becomes more dynamic and attractive.
Greater Flexibility
Microlearning has a dominant feature of flexibility in learning by providing options to learners on how and when learning can take place. The learners can decide the speed of their own learning, and thus they can move at a pace that is suitable for their individual learning styles and schedules. This method of learning in self-pace makes the whole process of learning less stressful as in traditional methods
learners are required to keep up with a fixed schedule. On the other hand, students are permitted to review the applets as frequently as necessary, thus they do not move on to the next topic until they comprehend the material. It is this provision that makes the adult learners who have to divide their time between learning and other obligations, such as family and work, very satisfied.
Microlearning works well and is flexible and convenient, especially in a fast-changing environment where lifelong learning has become inevitable. It allows for a better understanding and longer retention, as the contents are presented in granular and focused modules. Thus, it is ideal for students and professionals alike. It is flexible, can be updated without any problem, and also integrated with other learning modes to enable customization and quality learning. In a world of growing remote work and virtual classrooms, microlearning meets the need for an era of just-in-time learning through micro contents about topics, which will enable continuous skills development, ensuring that learners stay up-to-date and current.
This article is authored by-
Vishal Aditya Sahoo, Director, New Age Learning, SAI International Education Group
After the meteoric rise of edtech during the pandemic, 2023 was a sobering year for the sector. The pandemic-driven surge in demand for online education, which fuelled unprecedented growth and funding, has since receded as schools and institutions reopened, leading to what many refer to as a “funding winter.” With a sharp decline in investments, the Indian edtech sector has been forced to reconsider its approach, prioritising sustainable growth and profitability over unbridled expansion. As 2024 unfolds, signs of a cautious recovery are emerging, with a renewed focus on innovation, funding challenges, and evolving educational models.
The Funding Landscape: A Fall from the Peak
In 2023, India’s edtech sector witnessed a steep decline in funding, dropping to about $712 million, a stark contrast to the $2.9 billion raised in 2022. The number of funding rounds in the sector also plummeted, from 364 in 2021 to just 69 in 2023. The peak funding year of 2021, when Indian edtech saw an influx of $2.48 billion in just one quarter, now feels like a distant memory .
The macroeconomic conditions, coupled with the shift back to offline education, have significantly impacted the industry. While the appetite for large deals has waned, late-stage investments saw a 94 per cent drop from 2021. Early-stage and seed funding have followed a similar trajectory, with early-stage funding in 2024 so far totalling just $40.4 million, a fraction of the sector’s 2021 peak .
Yet, despite the sharp decline, there are signs of resilience. The first half of 2024 has shown an improvement, with $164 million raised, marking a 96 per cent increase from the second half of 2023. However, this recovery is tempered by caution, with investors now prioritising business models that are sustainable and profitable.
Source- Tracxn
Shifting Business Models: Adaptation for Survival
To survive this funding drought, many edtech firms have had to adapt, scaling back on rapid expansion plans, entering the brick-and-mortar space, and embracing new technologies such as generative AI. Others, like Byju’s and Unacademy, have resorted to mass layoffs as part of broader cost-cutting exercises to reduce cash burn. These adjustments highlight a sector coming to grips with its new reality – one where fiscal prudence outweighs the allure of rapid growth .
The demand for quality content, personalised learning, and upskilling remains strong, particularly in areas where traditional offline education fails to meet the needs of modern learners. As Dilip Gangaramani, Founder Director & CEO of Target Publications, notes: “I’ve witnessed firsthand the incredible journey from pandemic-fueled growth to subsequent challenges. While funding has ebbed and flowed, the industry has shown remarkable resilience. We’re seeing a shift towards sustainable business models, focusing on quality content and personalized learning. The evolving policy landscape presents exciting opportunities, and innovative thinkers continue to drive the field forward. Despite the challenges, there’s a bright future for edtech. The industry’s ability to adapt and innovate will determine its enduring success.”
Navigating Policy Changes and Emerging Technologies
The policy landscape for education in India is also undergoing transformation. With the National Education Policy (NEP) pushing for more inclusive and flexible education models, the edtech sector has an opportunity to integrate innovative learning tools within the formal education system. Generative AI, in particular, is seen as a game-changer, with immense possibilities for customising education and making learning more interactive and adaptive.
Harpreet Randhawa, AGM-Education at Radius Systems Pvt Ltd, highlights how Apple’s education solutions are shaping the future of Indian classrooms: “As an education specialist for Apple Education at Radius, I see firsthand how the Indian Ed-tech sector is rebounding from pandemic-driven funding challenges, with K12 education evolving rapidly in 2024. Apple remains a key player in this transformation, offering innovative tools that empower both students and educators to excel in dynamic learning environments. With a focus on creativity, collaboration, and personalized learning, Apple equips classrooms to address the demands of an ever-changing world. By delivering adaptable, future-focused technology, we continue to support schools in overcoming funding limitations and fostering innovation, ensuring learners are prepared for success in the digital age.”
Mergers, Acquisitions, and Consolidation
The funding crisis has also led to consolidation within the sector, with mergers and acquisitions (M&As) serving as an escape route for many struggling startups. However, the number of M&As in 2023 fell drastically, with only seven acquisitions compared to 23 in 2022 . This decline suggests that while consolidation is a viable strategy for some, others are finding it increasingly difficult to attract interest from larger players or investors. To add to this, Gaurav Goel, Founder & CEO, Toprankers said “After the pandemic-induced boom, the industry faced a funding crunch that truly tested our resilience. However, 2024 is bringing renewed optimism. The sector is adapting, finding balance between digital innovation and sustainable growth. We’re embracing hybrid learning models, focusing on personalized student experiences, and aligning closely with new education policies. While challenges persist, we’re on the right trajectory. The future is about creating accessible, quality education for all, and with resilience and innovation, Indian EdTech is poised to thrive.”
The Road Ahead: Opportunities and Challenges
Despite the challenges, there is still optimism for the sector’s future. The need for professional upskilling and reskilling remains high, particularly as the job market becomes increasingly competitive. Companies that can offer innovative, cost-effective solutions to these demands are likely to find success, even in a constrained funding environment.
“EdTech companies in India are adjusting to changing learning needs. While funding issues are gradually improving, the key question remains: how do we turn the intention to reform education into a meaningful impact? For years now, the call for educational change has been the same, and while the need to improve is evident, the challenge lies in creating real momentum. There’s no shortage of effort or political will, but turning intent into action is the real hurdle that Edtech companies must look at addressing.” says Swati Gauba, Thinker-in-chief, Kidspreneurship.
As we look ahead to 2024, the Indian edtech sector’s next chapter will be defined by careful navigation of the funding landscape, adoption of new technologies, and alignment with evolving educational policies. While the boom may have passed, the sector’s ability to innovate and meet the needs of modern learners ensures its continued relevance in the post-pandemic world.
Sources- The Hindu Business Line, Business Standard, Tracxn Feed Geo Report: Edtech India 2024
Let’s take a walk through a memory we all share. Picture a classroom from years ago—rows of desks filled with students, and at the front, a teacher, often feared, seldom questioned. The boundaries were clear, and so was the unspoken rule: the teacher was the ultimate authority. For many, respect wasn’t earned; it was demanded, and it was often respect cloaked in fear.
Now fast forward to today. Walk into a classroom and you might notice a shift, subtle yet profound. It’s not the same classroom anymore, and the role of the teacher has evolved. But here’s the catch: while education has progressed, our respect for the role of the teacher seems to have lagged behind. Today, on Teacher’s Day, it’s worth asking—why are the true nation-builders, the ones shaping our future, often undervalued and underpaid?
Perhaps the answer lies in how we’ve misunderstood what a teacher really is. For too long, society has viewed them merely as deliverers of information, bearers of authority. But teachers are so much more than that. They are the silent architects of our minds, the ones who help build the bridges between what we know and what we have yet to discover. Yet, somewhere along the way, we began to take this for granted.
The Shift from Fear to Friendship
There was a time when respect was born out of fear. Teachers ruled with a strict hand, their word was law, and questioning them was unthinkable. But was that true respect, or just submission disguised as respect? Today, we are seeing a new wave, where the teacher-student relationship needs to be redefined, not by fear but by mutual respect, communication, and, yes, even friendship.
But let’s be clear—friendship here doesn’t mean a blurring of boundaries. It doesn’t mean a loss of authority or a casualness that erases the lines of respect. Instead, it’s a different kind of connection. Teachers no longer stand on a pedestal looking down; they stand beside, guiding students through their own paths, understanding that each student’s journey is different.
Communication is key. It’s in the conversations where teachers take time to know their students, not just as learners but as individuals. It’s in the way they listen as much as they speak, creating an environment where students feel heard, valued, and respected. In turn, this earns the teacher a respect that is deeper and more lasting than the fear-based reverence of the past.
Why Do We Undervalue the Nation Builders?
Despite this evolution in the role of teachers, why does it feel like they are still fighting an uphill battle for recognition? In a world where education is hailed as the foundation of success, why are the people responsible for delivering that education often the ones most undervalued?
Part of the problem lies in how we measure success. Teachers don’t build skyscrapers, but they build the minds that will one day design them. They don’t operate on stock markets, but they shape the critical thinkers who will one day make important decisions. Their work is not tangible in the moment—it takes years, sometimes generations, to see the full impact of a teacher’s influence. And perhaps that’s why we forget.
We forget that every doctor, every scientist, every artist, and every leader was once a student sitting at a desk, shaped by a teacher’s encouragement or wisdom. And if we continue to undervalue teachers, we run the risk of weakening the very foundation upon which we build our future.
Redefining the Role, Rekindling Respect
So, how do we redefine this relationship? How do we remind ourselves, and society, of the immense value teachers bring? It starts with respect—respect that is not just expected, but earned through communication, understanding, and empathy.
Teachers need to be seen not just as authority figures but as mentors, guides, and facilitators of growth. This shift is already happening in many classrooms around the world, where teachers are creating spaces that are less about control and more about collaboration. They are empowering students to think for themselves, encouraging curiosity, and fostering a love for learning that will last long after the classroom doors have closed.
And in return, students are responding with a new kind of respect—one that comes from understanding that their teacher is not just there to lecture, but to guide, to support, and to inspire.
A Personal Yet Universal Connection
Whether you are 15 or 50, we’ve all had that one teacher. The one who went beyond the textbook, who saw something in us we didn’t see in ourselves. The one who stayed a little later after class to help, or who asked how we were doing when no one else did. That’s the power of a real teacher-student relationship, one that goes beyond authority and delves into mentorship.
On this Teacher’s Day, let’s redefine what it means to be a teacher. Let’s not just celebrate them, but value them in a way that goes beyond one day of appreciation. Let’s pay them what they’re worth, respect them for the role they play in our society, and recognise that the future of our world is, quite literally, in their hands.
Because the truth is, without teachers, there is no future. And that is something we can all understand, no matter our age.
In light of the recent reports about sex-related crimes, it’s natural to ask, “How much worse can it get?” But, “How can we make it better?” is perhaps a better question. This article explores solutions that schools, educators, society, and we as individuals can implement. Ultimately, we have a choice: either remain trapped in a vicious cycle that fosters sex offenders or teach lessons of equality, empathy, and equity to shape a safer future for our country.
Rapists are not born, they are made. They emerge when seemingly normal actions subtly elevate men above the basic principles of humanity. For example, when boys are asked to sit with girls in schools as a “punishment,” when boys are not encouraged to form healthy friendships with girls, or when girls are told to dress a certain way, concealing their individuality and their skin, these experiences serve the dual purpose of making girls feel inferior and leading boys to believe that everything wrong with society is somehow related to women. If such harmful beliefs can be taught, then lessons of empathy, respect, and equality should be even easier to instil. Proper sex education, paired with eradicating the long-standing practice of asking only girls to adapt, can help dismantle these erroneous beliefs by promoting gender equality and mutual respect.
Gender-based stereotypes that focus on what a student ‘should’ do rather than what they ‘can’ do also create an implicit obligation to follow a set path, whether towards family, profession, or society. The human mind is a pattern recogniser—we see things and assume them to be the rule. Thus, when children see their parents taking responsibility for certain tasks at home, they assume this is what happens in every household, in every place. Parents need to constantly challenge gender stereotypes to prevent their children from learning them. By dividing kitchen duties, having both parents buy essentials, both making payments, and both participating in home repairs, parents can demonstrate that duties or jobs are not assigned by gender, thereby teaching gender equality.
Sex education is also seen as a crucial solution. We’ve discussed its importance, read about its significance, and debated its benefits. Yet, we’ve failed to give it the academic and societal attention it truly deserves. With children now having unprecedented access to technology, and experiencing both the wonders and horrors of the world, addressing this issue has become even more crucial.
While efforts have been made to make sex education a mandatory course for adolescents, many states have opposed the idea, altering the course content to suit their preferences. Some schools have even gone to the extent of substituting the word “sex” with “adolescent” in the curriculum. The lack of proper sex education only exacerbates unhealthy attitudes towards sex, allowing non-consensual encounters and gender-based violence to persist. A study conducted on American students found a 56% reduction in the likelihood of sexual assault among those who received comprehensive sex education compared to those who did not. (This study, along with many others, published in the Journal of Adolescent Health, highlights the benefits of sex education, including a better understanding of consent, a decrease in unwanted pregnancies and STIs, and a reduction in sexual violence and marital rape.)
We have always waited for the government, society, and the elites to recognise problems and take action, but we often fail to realise that we are the ones who shape the government, society, and elites. When we unlearn these problematic ideologies, we create a society that doesn’t victim blame, takes serious action against heinous crimes, and welcomes people into workplaces based on their talents and merit, not on the sex they were assigned at birth. Education can either build or break the future citizens of a country. When we make these changes on our own level, we shape the future law-makers, law enforcers, and law-abiding citizens. The future is indeed in our hands.
This article is authored by Sanvi Agarwal, a Law Aspirant, passionate about women rights, gender equality, and social justice
Since its inception, the World Wide Web has fundamentally transformed various aspects of our lives, with education being one of the most profoundly impacted fields. The web has revolutionised how we access information, learn, and teach, paving the way for a more interconnected and informed world. As we celebrate World Wide Web Day on 1 August 2024, it is essential to reflect on how education has evolved with the advent of the web and envision the future of schooling.
The Early Days: Access to Information
Before the World Wide Web, accessing educational resources was often limited to physical libraries, textbooks, and in-person lectures. The web’s creation in 1989 by Tim Berners-Lee at CERN marked a turning point. Suddenly, information could be shared globally via hyperlinks, making it possible for students and educators to access vast amounts of knowledge from anywhere in the world.
The early 1990s saw a surge in the number of websites, albeit a fraction of today’s online presence. By 1993, the web had grown from 50 servers to over 500, signalling the beginning of an information explosion. Educational institutions began to harness this potential by developing online repositories, digital libraries, and electronic journals, making learning resources more accessible than ever before.
The Rise of E-Learning
As the web evolved, so did its applications in education. The late 1990s and early 2000s witnessed the emergence of e-learning platforms, offering courses and degrees online. This period saw the rise of virtual universities and the proliferation of Massive Open Online Courses (MOOCs), democratising education by making it accessible to anyone with an internet connection.
Web-based learning platforms like Khan Academy, Coursera, and edX have since transformed the educational landscape. These platforms offer interactive lessons, video tutorials, and assessments, catering to diverse learning styles and needs. The web’s ability to facilitate real-time communication has also enabled collaborative learning, with students and teachers engaging through forums, chats, and video conferencing.
Interactive and Immersive Learning
Today, the web continues to drive educational innovation. Interactive and immersive learning experiences are becoming the norm, leveraging advancements in web technologies. Virtual Reality (VR) and Augmented Reality (AR) are being integrated into curricula, allowing students to explore historical events, conduct virtual science experiments, and engage in simulations that were previously unimaginable.
Web-based tools and applications like Google Classroom, Microsoft Teams, and Moodle have become integral to modern education, enabling teachers to manage classrooms, distribute assignments, and track student progress seamlessly. These tools foster a collaborative learning environment, breaking down geographical barriers and making education more inclusive.
The Future of Schooling
As we look to the future, the web’s role in education will only expand. Artificial Intelligence (AI) and machine learning will personalise learning experiences, adapting to individual students’ strengths and weaknesses. Predictive analytics will help educators identify at-risk students and tailor interventions to support their learning journeys.
The web will also continue to facilitate lifelong learning. With the rapid pace of technological advancements, the ability to continuously upskill and reskill will be crucial. Online learning platforms will evolve to offer micro-credentials and modular courses, enabling learners to acquire new skills and knowledge throughout their lives.
In conclusion, the World Wide Web has profoundly impacted education, transforming how we access, deliver, and experience learning. As we celebrate its anniversary, it is clear that the web will continue to shape the future of education, making it more accessible, personalised, and immersive. By embracing these advancements, we can ensure that education remains a dynamic and inclusive force for good in the digital age.
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