The India education space is probably one of the largest markets in Asia with a population of over 1.13 bn. With the government planning to spend around 5% of GDP in the next 5 years on education, the market could be any where worth $ 50-55 bn.
Per household, spending on education is roughly 9% which is next only to grocery. So India, having a focus towards families and children is a market hugely conducive to growth in the education sector.
Public private partnership is widely believed to be the way ahead if the huge demand for education institutions has to be fulfilled.With this there would be a proportionate demand for teachers. So a large scale and consistent teacher training would also be the need of the hour. I think there is a need to revamp the BEd degree in India and also to make the teaching career glamorous.
India Education services being taken forward by Mr. Kapil Sibal seems to be a step in the right direction. Looking forward to hearing more on this front....
Tuesday, December 22, 2009
Friday, December 18, 2009
wish I had written this....
I have been questioning the current Indian education system for many years...from little things like learning to read and write letters of the alphabet to the applicability of the various subjects of study in high school and then relevance of our college education...
Unbelievably, I read an article which summed up everything that I had been thinking in bits and pieces. Do read Sudhakar Ram's article (http://economictimes.indiatimes.com/Opinion/Comments-Analysis/Reinventing-education/articleshow/5345874.cms?curpg=1) in the Economic Times. It sums up our education system as comprehensively as possible and also beautifully provides solutions. Must read for any educator and parent in India.
One of those write ups which makes me think....'wish I had written it'.
Unbelievably, I read an article which summed up everything that I had been thinking in bits and pieces. Do read Sudhakar Ram's article (http://economictimes.indiatimes.com/Opinion/Comments-Analysis/Reinventing-education/articleshow/5345874.cms?curpg=1) in the Economic Times. It sums up our education system as comprehensively as possible and also beautifully provides solutions. Must read for any educator and parent in India.
One of those write ups which makes me think....'wish I had written it'.
Tuesday, September 1, 2009
Academic Pressure in India on School Kids
It is heart wrenching when a child feels pressurized for not scoring well and therefore not getting admission to a college of choice......Don't we parents/teachers have it all confused in our minds ? Aren't we giving too much importance to any kind of academics, too much importance to any kind of institution - their so called 'reputation' (read 'elitism').
We all deserve to be acknowledged as whole individuals by everyone around. To achieve that may not be easy. On the other side,to counter this would need a strong, centered person. What is it that we as parents/teachers are doing to inculcate this inner strength and calm? Are we hinting that exams are a test of a child's being? Or are we saying that an exam is an exam is an exam. And in India, in many cases exam is not a test of real learning and application. Are willing to take that risk for the sake of the being of our children? Hasn't it come to academic achievement versus the child's existence? And if it has, then what else are waiting for?
We all deserve to be acknowledged as whole individuals by everyone around. To achieve that may not be easy. On the other side,to counter this would need a strong, centered person. What is it that we as parents/teachers are doing to inculcate this inner strength and calm? Are we hinting that exams are a test of a child's being? Or are we saying that an exam is an exam is an exam. And in India, in many cases exam is not a test of real learning and application. Are willing to take that risk for the sake of the being of our children? Hasn't it come to academic achievement versus the child's existence? And if it has, then what else are waiting for?
Friday, July 17, 2009
Kids and Books
I look around and see that a lot of parents are worried about kids not reading enough.....Now, frankly I am a proud parent of a girl who reads like crazy....I don't exaggerate...like i say ...if she doesn't get a book in the loo she even reads the labels on the shampoo bottle!!
I try that it is not at the cost of peer interaction....but books are important in early education. Especially in our systems where most classroom education is meant to cater to the lowest common denominator, books are a great tool for self education.
For an avid 5 to 15 year old reader.....http://www.walker.co.uk/ would be a good source................
Read on!
I try that it is not at the cost of peer interaction....but books are important in early education. Especially in our systems where most classroom education is meant to cater to the lowest common denominator, books are a great tool for self education.
For an avid 5 to 15 year old reader.....http://www.walker.co.uk/ would be a good source................
Read on!
Thursday, July 9, 2009
Emotion and Education
My 9 year old daughter is a single child. Currently, that sounds like a double whammy - 9 and single child!. The other day I overheard a conversation (more like a monologue) between her and another older girl. This other child says......I really love my younger brother - you will never know this because you don't have a brother or sister - its so boring to be alone - etc etc.
In response, my daughter was quiet and soon the conversation moved to something else.A disclaimer here - I believe in accepting people as they are........but I believe children have to be gently nudged, prodded towards consideration and politeness.
That apart, I was for once proud of the way my little one handled it (she is not always this adept). Instead of responding in the same manner (play a mental game - if I am not stretching it too far!!), she decided to ignore it. I really appreciated the dignified manner in which she managed.
It also set me thinking about another thing that I was reading somewhere the other day.....that perhaps the largest objective of education is 'emotional maturity'. I might have spoken about this earlier....at the cost of repetition, here I am...
Going back, I believe a lot of education between 8 to 12 years of age can happen through emotions. Its probably is the best time not just to be in touch with your feelings and expressing them - but guiding them to positivism. Children's minds are moving from 'image-based' understanding to abstract understanding - which really means that many more concepts can be learnt by them. It is therefore natural that the conceptual learning wouldn't be restricted to study of science, maths etc, but would also extend to self and society. What an opportunity then!
The best time I would say to instill family values - I look at' inclusion, politeness, being considerate, learning to be firm but never rude' of prime importance. And why am I thinking this - because I see politeness lacking mostly across the board in the city that I live in. Parents - if I may - take pride in their kids being 'street smart' as opposed to 'sensitive or kind'. Am i over reacting? Some would think so, but I stay firm and I wont be bogged down or limited by the the circumstances of this physical space - after all , our children are growing to be world citizens!!
In response, my daughter was quiet and soon the conversation moved to something else.A disclaimer here - I believe in accepting people as they are........but I believe children have to be gently nudged, prodded towards consideration and politeness.
That apart, I was for once proud of the way my little one handled it (she is not always this adept). Instead of responding in the same manner (play a mental game - if I am not stretching it too far!!), she decided to ignore it. I really appreciated the dignified manner in which she managed.
It also set me thinking about another thing that I was reading somewhere the other day.....that perhaps the largest objective of education is 'emotional maturity'. I might have spoken about this earlier....at the cost of repetition, here I am...
Going back, I believe a lot of education between 8 to 12 years of age can happen through emotions. Its probably is the best time not just to be in touch with your feelings and expressing them - but guiding them to positivism. Children's minds are moving from 'image-based' understanding to abstract understanding - which really means that many more concepts can be learnt by them. It is therefore natural that the conceptual learning wouldn't be restricted to study of science, maths etc, but would also extend to self and society. What an opportunity then!
The best time I would say to instill family values - I look at' inclusion, politeness, being considerate, learning to be firm but never rude' of prime importance. And why am I thinking this - because I see politeness lacking mostly across the board in the city that I live in. Parents - if I may - take pride in their kids being 'street smart' as opposed to 'sensitive or kind'. Am i over reacting? Some would think so, but I stay firm and I wont be bogged down or limited by the the circumstances of this physical space - after all , our children are growing to be world citizens!!
Thursday, June 18, 2009
Board Exam Scores vis-a-vis Success in Life
Has anyone done a study which would discover if there is any relationship between an individual's scores in board exams and success in life.....my point being, in the Indian context, there doesnt seem to be any.
A couple of months ago, a newspaper interview ing students exiting the board examination halls had quoted a students as saying......"the question paper was difficult....we had to think"........The least it did was set me thinking.......
Today's newspaper had a story about how St. Stephen's in Delhi is finding it difficult to publish a 'cut off' list for admissions as the students have been scoring very high marks. For a fact, there are kids scoring over 95 percent marks in the English language. And I am thinking, what is happening? Perhaps, the only objective of exams is to get admissions. But then I would find reason if the college admissions were for career linked courses and/or vocational courses...! If that is not the case then, the questions occurring in my mind are multiple.
Not to get rhetorical about that, all I can say is that Life Education is something else! Look around yourself and indulge in a quick survey of people - are the most successful (even if you take wealth as a measure of success) the top scorers from their classes? You would probably find little or no relationship between these two...Learning can not be limited by exams. Learning is for life and marks in board exams are probably only hampering the learning process.
A couple of months ago, a newspaper interview ing students exiting the board examination halls had quoted a students as saying......"the question paper was difficult....we had to think"........The least it did was set me thinking.......
Today's newspaper had a story about how St. Stephen's in Delhi is finding it difficult to publish a 'cut off' list for admissions as the students have been scoring very high marks. For a fact, there are kids scoring over 95 percent marks in the English language. And I am thinking, what is happening? Perhaps, the only objective of exams is to get admissions. But then I would find reason if the college admissions were for career linked courses and/or vocational courses...! If that is not the case then, the questions occurring in my mind are multiple.
Not to get rhetorical about that, all I can say is that Life Education is something else! Look around yourself and indulge in a quick survey of people - are the most successful (even if you take wealth as a measure of success) the top scorers from their classes? You would probably find little or no relationship between these two...Learning can not be limited by exams. Learning is for life and marks in board exams are probably only hampering the learning process.
Friday, June 5, 2009
Class Lecture Vs Dialogue
I have been teaching a couple of topics in Retail Management for close to 5 years now. I do this at a couple of B Schools and what an experience it has been....something I would never want to give up. I enjoy sharing knowledge and I also enjoy students doing the same. Learning then becomes a shared and effortless process.
This has also reiterated my belief in self-education. All the topics thatI teach are things I have learned on my own - building up the knowledge first through my experience working in retail and then acquiring knowledge and keeping up with the business info. The analysis, understanding comes.....
Whatever be the case, the maximum learning in a classroom happens with dialogue. There are lectures too - but they are open and in effect are actually conversations in themselves or encourage conversations....
This probably also rules out what is traditionally referred to as class discipline. Just like self education, there is no discipline like self discipline. Of course, in India students find it difficult to jump into a college from a school just because of the stark difference in approach and the difference in expectations out of them. While at school, she is treated like a child, suddenly there is the onus of everything - learning, career etc on her. So, at times there is an imbalance. best to encourage self learning from childhood and then see it become pervasive all through her life.....
This has also reiterated my belief in self-education. All the topics thatI teach are things I have learned on my own - building up the knowledge first through my experience working in retail and then acquiring knowledge and keeping up with the business info. The analysis, understanding comes.....
Whatever be the case, the maximum learning in a classroom happens with dialogue. There are lectures too - but they are open and in effect are actually conversations in themselves or encourage conversations....
This probably also rules out what is traditionally referred to as class discipline. Just like self education, there is no discipline like self discipline. Of course, in India students find it difficult to jump into a college from a school just because of the stark difference in approach and the difference in expectations out of them. While at school, she is treated like a child, suddenly there is the onus of everything - learning, career etc on her. So, at times there is an imbalance. best to encourage self learning from childhood and then see it become pervasive all through her life.....
Friday, May 1, 2009
Rigidity of our School Exam Boards
I get a little worried with the rigidity of the school examination boards in India. I look at the curriculum and think....what if a child wants to study theater and maths and science and economics.....too much to ask..?? Isn't it that eventually our integrated knowledge/understanding has more application than 'subject' based?
I really wish for more flexibility.......flexibility would mean room to grow...
I really wish for more flexibility.......flexibility would mean room to grow...
Thursday, April 30, 2009
Objective of Education - contd.
I follow Mark Parkinson's blog....he is the director of the Shriram School in the National Capital Region of Delhi - a school that my daughter has just joined. So I am at a stage where i am like a sponge for anything that happens in the school. Admittedly, both me and my daghter are stiil having withdrawal symptoms about her previous school (Shikshantar)
Not to digress, Mr. Parkinson's blog (http://markparkinson.wordpress.com/) led me to this interesting article
http://www.independent.co.uk/news/education/education-news/top-school-hires-mind-gurus-to-teach-its-pupils-how-to-think-1670423.html
What this article talks about is something that the progressive schools in India have been talking for a while. There is no substitute to discovering and experience...and most skills and knowledge can be imparted through these two tools. Which is what, in my mind, progressive schools have set out to do. The only dilemma is whether the progressive schools are facilitating the child's progress?
Leaving children free, not imposing anything on them, letting them decide force me to think that all our value system as an adult is probably a matter of conjecture. Why else would we not expect a child to imbibe some values and instead be happier if they go along the same learnign curve again???
Not to digress, Mr. Parkinson's blog (http://markparkinson.wordpress.com/) led me to this interesting article
http://www.independent.co.uk/news/education/education-news/top-school-hires-mind-gurus-to-teach-its-pupils-how-to-think-1670423.html
What this article talks about is something that the progressive schools in India have been talking for a while. There is no substitute to discovering and experience...and most skills and knowledge can be imparted through these two tools. Which is what, in my mind, progressive schools have set out to do. The only dilemma is whether the progressive schools are facilitating the child's progress?
Leaving children free, not imposing anything on them, letting them decide force me to think that all our value system as an adult is probably a matter of conjecture. Why else would we not expect a child to imbibe some values and instead be happier if they go along the same learnign curve again???
Objective of Education
The most natural subject to begin with. I have come to think that one of the primary objective of education is maturity. Now as they define it, it would mean 'appropriate response to given circumstances'. In my understanding it would encompass knowing and achieving what one really wants and the strength to respond to any given situation appropriately given the variables.
Even that seems like asking too much.....so what do we make of the compartmentalised learning that we do in the name of education....social studies, science, maths etc. To what objective? To the objective of .... in India, of taking some exams which then ensure/facilitate entry to xyz colleges which in turn ensures employment (lucrative, depending on the 'grade' of college you went to)
More often than not, we pass our school years never being in touch with our real selves...and then coming to college, some vistas open up...we come out on our own...and I guess by the time we hit late 20s or early 30s we begin a relationship with ourselves. This at least was true of most part of my generation (went to school in 80s).
At the end of it....probably we and our careers and living were/are a result of who we are and not directly of what the schools at that time help us discover. In fact, for most part, schools hindered this self discovery....I mean weren't we a different person at home and altogether different at home......And why do I have a strong feeling that was true not just for me?.
Even that seems like asking too much.....so what do we make of the compartmentalised learning that we do in the name of education....social studies, science, maths etc. To what objective? To the objective of .... in India, of taking some exams which then ensure/facilitate entry to xyz colleges which in turn ensures employment (lucrative, depending on the 'grade' of college you went to)
More often than not, we pass our school years never being in touch with our real selves...and then coming to college, some vistas open up...we come out on our own...and I guess by the time we hit late 20s or early 30s we begin a relationship with ourselves. This at least was true of most part of my generation (went to school in 80s).
At the end of it....probably we and our careers and living were/are a result of who we are and not directly of what the schools at that time help us discover. In fact, for most part, schools hindered this self discovery....I mean weren't we a different person at home and altogether different at home......And why do I have a strong feeling that was true not just for me?.
Certainities in Education and Educationists
I have been ruminating about Education in India - the good, the bad and the ugly. Over the last few years, being an involved parent of a 9 yr old in an urban setting has led me to many forums - online and offline, in search of what is best. Needless to say, most of us are trying to work it out....I like to believe sometimes that there is really no science other than mathematics. Everything else has to have some grey, some uncertainty, some doubt.
I sometimes find it difficult to go with very vehement views in education for kids. There has to be a good amount of flexibility in the first place which would eventually lead to inclusion, making space, giving freedom to children, letting go ....all of that. So anyone who has very set views to begin with worries me.
Now with that disclaimer, I am ready to jump in...with all my uncertainties, learning and facilitating the learning in young and old.
I sometimes find it difficult to go with very vehement views in education for kids. There has to be a good amount of flexibility in the first place which would eventually lead to inclusion, making space, giving freedom to children, letting go ....all of that. So anyone who has very set views to begin with worries me.
Now with that disclaimer, I am ready to jump in...with all my uncertainties, learning and facilitating the learning in young and old.
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