National Council of Teachers Education (NCTE) celebrated its 28th Foundation Day in New Delhi yesterday. Additional Secretary, Ministry of Education Smt.  L. S.  Changsan was the Guest of Honor on the occasion. Chairperson NCTE, Prof. Dinesh Prasad Saklani; Member Secretary NCTE,  Ms. Kesang Y. Sherpa, and senior officials of the Ministry of Education attended the event.

Smt. L.S Changsan appreciated NCTE for the reforms in the Teacher Education sector through various NEP mandates. Some of the initiatives have been the National Professional Standards for Teachers, National Mission for Mentoring, and 4 Year Integrated Teacher Education Programme.

While addressing the gathering  Prof. Saklani said that teachers play an important role in the growth of a society. The Foundation Day of NCTE is about celebrating the revolution in the system by equipping the teachers with relevant 21st Century skills. He also mentioned the role of teachers in ancient Universities like Takshila and Nalanda and the need to stay connected with our Indian Values and Culture.

Ms. Kesang Y. Sherpa in her welcome address said that the NCTE is bringing a paradigm shift in the field of Teacher Education by introducing various NEP2020 mandates. In alignment with NEP 2020, Teachers are at the center of reforming education. She also quoted, “Be the change you want to see in the world”.

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Union Education and Skill Development Minister Dharmendra Pradhan urged citizens to participate in the Citizen Survey for National Curriculum Framework for developing a new curriculum. A dynamic National Curriculum Framework in line with the NEP 2020 will play a major role in achieving the goal of Viksit Bharat he added. He further said that the development of a vibrant, dynamic, inclusive, and futuristic National Curriculum Framework is essential for integrating cultural-rootedness along with a global outlook, freeing education from a colonial hangover, and instilling a deeper sense of pride in our next generations.

Ministry of Education has invited suggestions of the public through an online public consultation survey for the formulation of the National Curriculum Framework and subsequently design of syllabus, textbooks, and other instructional materials.

Development of a vibrant, dynamic, inclusive and futuristic National Curriculum Framework is essential for integrating cultural-rootedness along with global outlook, freeing education from colonial hangover and instilling a deeper sense of pride in our next generations.

— Dharmendra Pradhan (@dpradhanbjp) August 16, 2022

The Government of India announced the National Education Policy (NEP), 2020 on 29th July 2020, which recommends quality improvement of the system of education through the development of a National Curriculum Framework (NCF). The process of the National Curriculum Framework has been started through the constitution of the District Consultation Committees, State Focus Groups, State Steering Committee, National Focus Groups, National Steering Committee, etc.

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A tech platform – website and mobile app has been developed for the execution of the work at scale and in a paperless manner. Using the bottom-up approach, district-level consultations, mobile app-based surveys, and state-level consultations through State Focus Groups and State Steering Committee have been conducted by the States and UTs to reach out the stakeholders like parents, Anganwadi workers, teachers, teacher educators, students, etc. at the grassroots level and collect their views and opinion about the future of school education, early childhood care, and education, teacher education, and adult education.

At the national level also the National Focus Groups and National Steering Committee have been engaged to deliberate on various issues and concerns, including the interaction with various ministries, autonomous bodies, NGOs, Corporates, Philanthropic agencies, etc. for collecting and collating valuable inputs for formulation of NCF. A mandate document for the formulation of NCF has been developed for guiding the stakeholders in the process.

Given the diversity in the country, providing an opportunity to every stakeholder, who may or may not necessarily be a parent or a teacher or a student and willing to participate in the transformation of the education system in India, through sharing views on common concerns related to education, is the need of the hour. Such multiple and diverse views are likely to provide a practical road map for the smooth implementation of the vision of NEP 2020.

All stakeholders including teachers, headmasters/principals, school leaders, educationists, parents, students, community members, NGOs, experts, public representatives, artists, artisans, farmers, and anybody who has an interest in school education and teacher education are invited to participate in this online survey being conducted in 23 languages, including the languages in the VIII Schedule of our Constitution.

Join us and take the online survey and contribute to the creation of a robust, resilient, and coherent ecosystem of education in India. Click on the link to take the online survey now: https://ncfsurvey.ncert.gov.in

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Education is a subject in the concurrent list of the Constitution and the majority of schools are under the jurisdiction of the State Government. Department of School Education and Literacy (DoSEL), Ministry of Education is implementing a centrally sponsored Integrated Scheme for School Education ‘Samagra Shiksha’, effective from 2018-19, for universalization of quality education throughout the country in coordination with the States and UTs. Bridging gender and social category gaps at all levels of school education is one of the major objectives of the Samagra Shiksha. From the year 2018-19 to 2020-21, the Drop-out rate of girls at the Secondary level decreased from 17.03% to 13.7%, Gross Enrolment Ratio (GER) at the secondary level increased from 76.93 to 79.45, and GER at the higher secondary level has increased from 50.84 to 54.65. (Source: UDISE+).

Under Samagra Shiksha, there is a provision for gender-segregated toilets in all schools. As per UDISE+ 2020-21, 97.45% of Government schools have gender-segregated toilets. Also, there is a provision of a Composite School Grant which may be used for annual maintenance and repair of existing school buildings, toilets, and other facilities to upkeep the infrastructure in good condition.

School Health Programme, under Ayushman Bharat which is a joint collaborative initiative of the Ministry of Health and Family Welfare and DoSEL, Ministry of Education, a module on ‘Growing up Healthy’ has been incorporated, which interalia includes information on physical challenges during adolescence and attaining puberty.

The National Council of Educational Research and Training (NCERT) is implementing the Adolescence Education Programme (AEP) as part of the National Population Education Project (NPEP). One of the learning outcomes of AEP is to make the learners aware of the concerns of adolescence, i.e. process of growing up during adolescence, and to inculcate in them a positive attitude regarding these concerns.

Additionally, vide a joint letter of Secretary, DoSEL, and Secretary, Ministry of Jal Shakti dated 08.03.2022, the states have been advised to utilize funds earmarked for Menstrual Hygiene Management (MHM) and management of menstrual waste under the Swachh Bharat Mission (Gramin) Phase-II at the village level, for installation or maintenance of incinerators in schools having girls from classes VI to XII and for creating awareness on MHM among adolescent girls and in the society in general.

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Moreover, all States and UTs have been requested to take necessary steps to create awareness amongst adolescent girls in schools about the safe usage and the benefits of Sanitary Napkins. It has also been communicated that subsidized sanitary napkins are available at the Jan Aushadi Kendras set up by the Ministry of Chemical and Fertilisers, Government of India.

Under Samagra Shiksha, there is a provision of Kasturba Gandhi Balika Vidyalayas (KGBVs) in the Educationally Backward Blocks, which are residential schools for girls belonging to disadvantaged groups such as SC, ST, OBC, Minority, and Below Poverty Line (BPL). KGBVs were functional for classes 6^th to 8^th under the erstwhile Sarva Shiksha Abhiyan. Under Samagra Shiksha, a provision has been made to upgrade/converge the KGBVs with girls hostels to cover girls up to classes 10^th (Type II) and 12^th (Type III) to reduce dropout and enhance enrolment of girls at Secondary and Higher Secondary levels. In KGBVs, specific skill training is imparted to provide need-based vocational education to girls.

Further, Special State Specific Projects for varied interventions under equity are emphasized for enhancing access, retention, and quality of girls by promoting enrolment drives, retention and motivation camps, gender sensitization modules, etc. Financial Support is also being provided under State Specific projects as per the allocation of flexi funds under quality to the state subject to viable proposals received from the respective State and UTs. Such projects include Life Skills, Awareness programmes, Incinerators, Sanitary Pad Vending Machines etc.

Moreover, Samagra Shiksha aims at integrating Vocational Education with general academic education in all Secondary/Senior Secondary schools including KGBVs; enhancing the Employability and Entrepreneurial abilities of the students, providing exposure to working environment; and generating awareness amongst students about various career options so as to enable them to make a choice in accordance with their aptitude, competence, and aspirations.

The information was given by the Minister of State for Education, Smt. Annpurna Devi in a written reply in the Lok Sabha on 1st August 2022.

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National Education Policy 2020 was announced on 29.07.2020. The National Education Policy 2020 proposes various reforms in school education as well as higher education including technical education. A number of action points/activities for implementation in school education as well as higher education are mentioned in the National Education Policy 2020. Details of the salient features of NEP 2020 are as follows-

1. Ensuring Universal Access at All Levels of schooling from pre-primary school to Grade 12;
2. Ensuring quality early childhood care and education for all children between 3-6 years;
3. New Curricular and Pedagogical Structure (5+3+3+4);
4. No hard separations between arts and sciences, between curricular and extra-curricular activities, between    vocational and academic streams;
5. Establishing National Mission on Foundational Literacy and Numeracy;
6. Emphasis on promoting multilingualism and Indian languages; The medium of instruction until at least Grade 5, but preferably till Grade 8 and beyond, will be the home language/mother tongue/local language/regional language.
7. Assessment reforms – Board Exams on up to two occasions during any given school year, one main examination and one for improvement, if desired;
8. Setting up of a new National Assessment Centre, PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development);
9. Equitable and inclusive education – Special emphasis is given to Socially and Economically Disadvantaged  Groups (SEDGs);
10. A separate Gender Inclusion fund and Special Education Zones for disadvantaged regions and groups;
11. Robust and transparent processes for recruitment of teachers and merit based performance;
12. Ensuring availability of all resources through school complexes and clusters;

(xiii) Setting up of State School Standards Authority (SSSA);

(xiv) Exposure to vocational education in school and higher education system;

15. Increasing GER in higher education to 50%;

(xvi) Holistic and Multidisciplinary Education with multiple entry/exit options;

17. NTA to offer Common Entrance Exam for Admission to HEIs;
18. Establishment of Academic Bank of Credit;

(xix) Setting up of Multidisciplinary Education and Research Universities (MERUs);

20. Setting up of National Research Foundation (NRF);

(xxi) ‘Light but Tight’ regulation;

22. The single overarching umbrella body for the promotion of the higher education sector including teacher education and excluding medical and legal education- the Higher Education Commission of India (HECI)-with independent bodies for standard setting- the General Education Council; funding-Higher Education Grants Council (HEGC); accreditation- National Accreditation Council (NAC); and regulation- National Higher Education Regulatory Council (NHERC);
23. Expansion of open and distance learning to increase Gross Enrolment Ratio (GER).
24. Internationalization of Education
25. Professional Education will be an integral part of the higher education system. Stand-alone technical universities, health science universities, legal and agricultural universities, or institutions in these or other fields, will aim to become multi-disciplinary institutions.
26. Teacher Education – 4-year integrated stage-specific, subject-specific Bachelor of Education
27. Establishing a National Mission for Mentoring.
28. Creation of an autonomous body, the National Educational Technology Forum (NETF) to provide a platform for the free exchange of ideas on the use of technology to enhance learning, assessment, planning, and administration. Appropriate integration of technology into all levels of education.
29. Achieving 100% youth and adult literacy.
30. Multiple mechanisms with checks and balances will combat and stop the commercialization of higher education.
31. All education institutions will be held to similar standards of audit and disclosure as not-for-profit entities.
32. The Centre and the States will work together to increase the public investment in the Education sector to reach 6% of GDP at the earliest.
33. Strengthening of the Central Advisory Board of Education to ensure coordination to bring overall focus on quality education.

NEP 2020 aims to increase the GER to 100% in preschool to secondary level by 2030 whereas GER in Higher Education includes vocational education from 26.3% (2018) to 50% by 2035.

The Central Sector Scheme Pandit Madan Mohan Malaviya National Mission on Teachers and Teaching (PMMMNMTT) was launched in 2014 to address comprehensively all issues related to Teacher Training/ Capacity Building and Professional Development of Teachers. Under the components, a total of 95 Centres were established throughout the country through which faculties/Teachers have been trained. Currently, The Standing Finance Committee has appraised the Scheme and recommended it for continuation till 2025-2026 with a total outlay of Rs. 493.68 crores. Under the PMMMNMTT Scheme Centres are established on the basis of the proposals received from education institutions, their screening by the Screening Committee, and approval by the Project Approval Board.

The information was given by the Minister of State for Education, Dr. Subhas Sarkar in a written reply in the Lok Sabha on 1st August 2022.

Here is a set of infographics highlighting the fundamental principles of National Education Policy 2020:

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The Ministry of Education organized the National Workshop on Post-National Achievement Survey (NAS) in the august presence of Smt. Annpurna Devi, MoS for Education here on 28th July 2022. Smt. Anita Karwal, Secretary, of DoSE&L, and senior officials from the Ministry of Education attended the workshop. The Minister also released the Mobile application of the National Achievement Survey which is available on the Android Play Store.

Smt. Annpurna Devi said that education is the foundation for the development of humanity. The economic, social, cultural, and scientific progress of human society depends on how educated and knowledgeable that society is. The Minister said that under the guidance of Prime Minister Shri  Narendra Modi, evidence-based research is being promoted to make education future ready. The National Achievement Survey (NAS) 2021 will provide the foundation for such interventions. She said that we have to take such measures so that the pace of education of the children not only reaches the pre-pandemic level, but can also compensate for the loss they have suffered during this period. She added that we need to make short-term, mid-term, and long-term strategies to achieve this. She congratulated the Officials of the Ministry, NCERT, State Education Secretaries, and SPDs for the smooth conduct of NAS 2021 and the timely release of the Report Card.

Smt. Anita Karwal said that teachers should identify the stage of learning for students so that transactions can be designed based on the needs of students. She further said that States should have State level Achievement Survey (SLAS) next year based on the experience of the National achievement survey by the Education Ministry. She further stated that teachers should emphasize various learning modes other than the textbooks. They should not use books as the only tool rather than explore other modes. There is a need to explore fun-based learning, she added.

Prof. Indrani Bhaduri gave a brief presentation on the Conduct of the National Achievement Survey 2021 and the release of National, State, and District Report Card. She provided the roadmap for post NAS interventions. She stated that the National Achievement Survey is a large-scale survey that has been conducted in India since 2001 periodically to assess children’s learning levels and gain an insight into the health and efficacy of the educational system. The latest cycle of NAS was conducted in November 2021 and assessed the learning levels of Class 3, 5, 8, and 10 students drawn from 720 districts of all the States and UTs of India.

The extensive reporting of the survey findings at the level of the district, state, and nation provides a detailed understanding of the learning achievement of children across India. The core aim of the programme was to disseminate the findings of the NAS 2021 among the state dignitaries and to have deliberations on the roadmaps that all the States/UTs have developed as a part of the intensive Regional workshops conducted during the month of July 2022 across the nation. The Road maps that the States/UT prepared elaborate on the post NAS interventions that the State/UT intend to implement as a follow-up of the findings of NAS for their particular State/UT.

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The post NAS intervention is a crucial post-survey phase that focuses on the optimal utilization of the survey findings to inform the actions and steps that can be taken to enhance the learning levels of children. There were dedicated presentations and discussions on Learning Outcomes developed by NCERT and the grass root level interventions at the Block, Cluster, and District levels. Madhya Pradesh, Uttar Pradesh, Rajasthan, Ladakh, Manipur, and Karnataka gave brief roadmap presentations to guide the post-NAS 2021 interventions.

Dr. Amarendra Behera from NCERT briefly explained the Vidya Samiksha Kendra and Sh Rajnish Kumar, Director (Digital Education) introduced the National Digital Education Architecture (NDEAR) to the group of education administrators. Sh Ravi Hedge, DDG (Stats) presented strategies for Out of School Children.

The Additional Chief Secretary (Education), Principal Secretaries, State Education Secretaries, State Project Directors of Samagra Shiksha of State/UT Government, and several officials from NCERT, CBSE, KVS, NVS, and SCERT participated in the National Workshop. The theme was improving the students’ learning outcomes through technology and data.

• STUDENTS FROM CLASSES 8 TO 10 TO BE GIVEN TABS FOR DIGITAL LEARNING COSTING Rs 500 CRORE TO PROVIDE TABS TO ABOUT 4.7 LAKH PEOPLE
• CM JAGAN GOVT SIGNS MOU WITH BYJU’S TO PROVIDE QUALITY CONTENT FROM 4TH TO 10TH STANDARD GOVT SCHOOLS STUDENTS
• AP GOVT TO PROVIDE TABS TO ALL GOVERNMENT SCHOOL STUDENTS STUDYING AT 8TH STAND, SAYS CM JAGAN
• TABS TO ENHANCE DIGITAL KNOWLEDGE AND EXPERIENCE OF GOVERNMENT SCHOOL CHILDREN: CM JAGAN
• BYJU'S MODULES TO BE INTEGRATED INTO AP EDUCATION SYSTEM
• MOVE TO ENSURE STUDENTS ARE TRAINED FOR THE 2025 CBSE 10TH EXAMS
• TABS TO BE DISTRIBUTED TO STUDENTS IN SEPT
• TVs TO BE INSTALLED IN EACH CLASSROOM FROM NEXT YEAR TO ENSURE DIGITAL LEARNING IS PROPAGATED
• ANDHRA PRADESH GOVERNMENT IS MOVING FASTER THAN A STARTUP, SAYS BYJU RAVEENDRAN

Andhra Pradesh Government has signed an MoU with BYJU’S, an ed-tech company to provide quality-oriented content for the government school students from 4th to 10th standard on Thursday. Further, the government will provide Tabs for the 8th standard students at the cost of Rs 500 crore.

Speaking on the occasion, Chief Minister Jagan Mohan Reddy said, “It will transform the lives of many poor children. The project is about handhold the government school children so that they pass out 10th and 12th CBSE exams with flying colors. It is the dream for all of us, and the partnership would strengthen it greatly.”

He added that the visual presentation and content enhancement would come through starting from 4th to 10th class at government schools, and it would be a game-changer.

“Content available to private school children and those subscribed to the quality content would cost around 20 to 25 thousand per annum. Now it will be available to government school students for free. Further, the government also to give tabs so that digital experience and digital knowledge is available to the children,” said the Chief Minister. The teachers would also be given proper orientation so that they can also do their part in a better way.

He also thanked the steps taken by BJYU’S to help the system better by partnering with the government.

Byju Raveendran, CEO of BYJU’S said, “Our meeting happened a few days ago, and now we are signing MoU. Andhra Pradesh government is moving faster than a startup. It is commendable and unbelievable for a government to move at this phase. I am excited about the opportunity given to us. Government school students to get the same access to quality education, which their counterpart in private school is having.” He added that the partnership is a life-changing initiative for government school students and all of us have the responsibility to ensure no children are left behind.

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Andhra Pradesh government has taken another crucial step in revolutionizing the education system in the state by signing an MoU with BJYU’S. On Thursday, the state government, which has made history in the field of education with programs like English medium, bilingual textbooks, Amma Odi and Gorumudda, embarked on another massive program. The MoU was signed by Commissioner of Education S. Suresh Kumar and Vice President of BYJU’S and Head of Public Policy Sushmit Sarkar in the presence of the Chief Minister. The founder and CEO of BYJU’S Raveendran also participated virtually from the Unites States of America.

It may be noted that the Chief Minister met with the founders, CEOs, and key executives of various Unicorn companies during the World Economic Forum in Davos. It was there that Jagan had a meeting with Raveendran. The e-learning program was thoroughly discussed so that children in government schools could learn anywhere and anytime.

Many schools have branding messages but are mostly exchangeable with hundreds of other schools. So who are we and what makes our school different from the rest? It's a question that gets answered better with time itself. Imagined and conceptualised as an elite private English medium co-educational senior secondary school, GDGWS currently stands as an internationally acclaimed premier institution of higher education in India.

Our progressive and modern method of education focuses more on the student’s needs rather than assuming that all students are at the same level of understanding. Blessed with a rich diversity of students, we recognise our children at a young age. With that in mind, we have the best team of educators that focus on quality education aimed at directing students towards research and innovation. Each child is gifted in a unique way and to know their interests and talents, we observe what they pay attention to, follow their lead and help engage them around their interests through hobbies. During the process, we analyse and accompany every one of our students throughout their school life in order to understand their needs, know their potential and stimulate their educational curiosity.

The students are allowed ample time to put into their creativity. For instance, if someone wants to work on a project, they can work on it for as long as they want to. We know that much more can be achieved if you allow learners the time that is needed. During their learning journey, we encourage and motivate children to work toward achieving goals. We also map out that the challenges presented to them should be just enough so that prompt feedback can be given during their course of learning.

The results then, are there to see. Children develop self-identity, believe in themselves, forming relationships that contribute to their emotional, social and cognitive development. The students develop hard working attitude toward achieving academic excellence. We realise that recognition does not come unless opportunities are presented and so the GDGWS students are encouraged to participate in one or more extracurricular activities. As their involvements form a connect and deepen while representing GDGWS, they earn recognition for their achievements in various fields such as that of creativity, activity and service.

The students have been recognised on the world stage through the number of simulated conferences that which they have participated in, to highlight a few such events are the prestigious ‘Wordz Model United Nations, TEDx event, Siverfiesta – Film Critique festival, The TechExplore, Scienamite, Intra Goenkan Trident and awards like ‘The International Award for Young People, India’ and ‘The Duke of Edinburgh's International Award’.

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As GDGWS continues to grow, there has been created a space in Indian education that can be benchmarked against the best in the world of education.

The Department of School Education and Literacy, Ministry of Education released the National Achievement Survey (NAS) 2021 report which assesses the health of the school education system in the country by conducting a comprehensive evaluation survey of children’s learning competencies in classes III, V, VIII, and X with a cycle period of three years. It reflects the overall assessment of the school education system. The last NAS was held in 2017.

The NAS 2021 was held on 12.11.2021 at all India levels and covered (a) Government Schools (Central Government and State Government); (b) Government Aided Schools; and (c) Private Unaided Schools. The subjects covered are Language, Mathematics & EVS for classes 3 & 5; Language, Mathematics, Science & Social Science for class 8 and Language, Mathematics, Science, Social Science and English for class 10. 

About 34 lakh students of 1.18 lakh schools in 720 districts from rural and urban areas participated in NAS 2021. The National Report Card has been released and placed in the public domain on nas.gov.in. It will enable the analysis of results and remedial action at the appropriate levels.

The objective of NAS 2021 is to evaluate children's progress and learning competencies as an indicator of the efficiency of the education system, so as to take appropriate steps for remedial actions at different levels.  It will help to unravel the gaps in learning. It will support state/UT governments in developing long-term, mid-term and short-term interventions to improve learning levels and orient on differential planning based on NAS 2021 data.

The achievement tests along with the questionnaires, i.e., pupil questionnaire, teacher questionnaire, and school questionnaire were developed and translated in 22 different languages by NCERT. This nationwide survey was administered by the CBSE on one single day simultaneously. The survey was managed through the technology platform designed and developed by National Informatics Centre (NIC).

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In order to capture student attainment of Learning Outcomes at the end of Classes III, V, VIII, and X, an OMR-based achievement test comprising Multiple-Choice Questions (MCQs) was conducted. It assesses competencies and skills achieved by the students at different levels of school education through meticulously developed and field-tested items.

The report is based on the performance in all subjects through disaggregation by gender (female, male), Area (Rural and Urban), Management of schools (Government, Government Aided, and Private unaided), and Social Groups (Schedule Caste (SC), Schedule Tribe (ST), Other Backward Communities (OBC) and General.

Ever wondered how your school can successfully address child safety concerns? If so, then look no further than HAPCHI!

"We live in a world where the understanding about child safety is restricted to good touch and bad touch and where rising instances of bullying and mental health issues are still being swept under the carpet. The current generation is maturing much earlier than its predecessors because of its exposure to technology. In today's environment, child safety is undermined at every stage of a child's life. It has therefore become essential to break down the barriers and begin discussing and destigmatizing these problems, now and no later. "  – Dr. Kanika Sharma, Founder of Hapchi

HAPCHI, India’s first, revolutionary, and exclusive k -10 child safety school program, paves the way for an informed and resilient generation. It is a safety awareness and skill development organisation that aims to empower children 3 – 16 years against threats of abuse, bullying, cybercrime, and mental health issues. Our curriculum is ingeniously designed, customizable, and approved by experts. It is centered around a school-going child and connects all the critical stakeholders of the child's education ecosystem, that is school, teachers, and parents.

What sets Hapchi apart is that we create an environment that empowers children to openly discuss and express their issues without the fear of being judged. It helps kids realise that it's okay not to be okay, and allows them to empathise with the other's perspective. Along with learning about safety skills, real-life skills are also developed. It is a journey from innocent,  vulnerable childhood to a happy, well-informed, and confident adulthood.

Along with schools, parents play a crucial role in empowering children to protect themselves. We also provide sessions for parents and educators to help them understand the child's perspective and bridge the communication gap. We believe that every child is unique and capable of reaching their full potential if they are raised in a nurturing environment.

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“The best gift you can give any child is to empower them for life” – Dr. Kanika Sharma

The landscape of technology in education has changed drastically over the last two decades.  With the advent of technology, many aspects of education that once was labour-intensive can now be accomplished with the click of a button. As an example, teachers no longer need to spend hours setting up question papers or correcting answer sheets. Technological advancements have made everything automated. With this solution, teachers can concentrate more on their primary task of teaching.

However, constructive teaching happens when an educator knows what a learner already knows and uses data-driven insights to customize the learning experience for the learner.

Data analytics can be used to gain insight into how learners learn in the context of the learning process, how quickly learners complete a series of assigned tasks, and how subject-specific learning impacts performance.

As technology rules the changing education landscape and presents multiple avenues for online teaching and learning, the Big Data helps to keep it meaningful and engaging.

Understanding trends in individual performance and monitoring the entire gamut of delivering quality education by the schools had hitherto remained a grey area. But with the power of technology, leveraging data and analytics to provide deep insights into a student’s learning capabilities and performance in the educational institution is no longer a cumbersome task.

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If used appropriately, the analytics can bring forth deep insights on performance and delivery which can be further utilized to streamline the teaching and learning processes both by educators as well as students.

Analytics empowers students in two crucial areas, by providing insights into their strengths and weaknesses in terms of learning and helping them find newer areas for improvisation. For educators too, this can serve as a very powerful tool as they can be apprised of the individual performances and understanding capabilities of the students which can further help in structuring the lesson plans accordingly. Using data analytics, the instructor can better trace and take necessary actions to improve the learning process of the students with different pedagogical approaches.

The right blend of data and technology is the key to creating personalized and adaptive solutions for students, using which the teaching institutions can also deep dive and get to know their actual learning challenges.

Clearly, the pandemic has accelerated the adoption of technology in schools. In the wake of the edtech revolution, we are beginning to see its benefits. Novel algorithms and modern technologies like machine learning, AI, Big data analytics, and virtual and augmented reality all are paving their way in the Edtech domain to enhance a student’s learning experience while closely connecting the teachers and parents to the education ecosystem.

The framework of data and analytics designed by the leading EdTech platform, Fliplearn seeks to address this imbalance in the current system with the power of clearly defined data metrics for all stakeholders, thereby fostering better collaboration and transparency. The detailed ‘Student Learning Profile’ feature helps to closely monitor the day-to-day learning progress of a child, detailing his/ her academic strengths and weaknesses while the consolidated reports provide meaningful insights into the individual and overall performance of the class and students in assigned homework, assessments, quizzes, and shared content in just a single click. These details can go as minute as class-wise, subject-wise, and question-wise attempts which helps the teachers to keep a track of the present understanding levels of the class.

The school administration can also closely monitor the attendance of the school, individual teachers and students, class, and section-wise, can view the activities being assigned by the teachers, and track the overall performance of the school. The students on the other hand can monitor their own progress in different subjects and improvise accordingly.

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The parents too can keep a close track of their child’s learning outcomes and progress through integrated dashboards and regular updates.

With world-class curated content, a slew of interesting features, and the most comprehensive analytical dashboards, the Fliplearn platform is extensively being used in leading schools across India.

Clearly, education has been greatly democratized with the advent of technology and the current wave of the pandemic has a large role to play in the momentum being witnessed in the EdTech space.

With constant innovations in the Edtech sector, data emerges as the biggest game-changer. A comprehensive data strategy will go a long way in defining the institutional efficiencies and bringing about a positive change in the teaching and learning outcomes.

About the author:

Passionate about providing access to quality education to all, Divya strives towards creating innovative solutions that drastically improve the outcomes of teaching and learning. At Fliplearn, her role as Founder & CEO  is to transform the homework delivery process in India forever. The focus is to reduce teacher workload by 50% and increase learning outcomes by 50%. Divya feels strongly about imparting the learning outcomes that positively impact the Indian Education System.

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