Education is a State subject. So, the responsibility and accountability to ensure quality education rests primarily on the States in collaboration and cooperation with the Central Government. India’s global ranking in education is 32 out of 195 countries. It calls for introspection on what ails the education system.
High quality education is vital to exploit “Technology Age” or digital transformation opportunities. Education liberates intellect, unlocks imagination and is fundamental for self-respect. Most importantly, creative skill development is vital for innovation in the Technology Age. Remember intellect ripens at an early age – by around 16 years. But, the focus continues to remain on “rote learning”, colloquially termed as cramming, mostly by teacher-centered method. So, the brain’s right hemisphere – creative – growth remains underdeveloped due to dominant exercise of storage parts – cerebellum, hippocampus and amygdala.
Two Schools of Education
There are two schools of thought on quality education. Advocates of traditional education prefer rote learning basic facts and elementary arithmetic. They justify the method on the premise that the recall of repeated material becomes faster the more one repeats. Estimating answers is dependent on strong foundational skills in maths and science based on recall of formulas. So, students resort to “rote learning” in preparation for exams. As per them, learning abstract concepts of mathematics depends on a solid base of knowledge of the tools of the subject. The alternate view is that rote learning is contra mastering any complex subject at an advanced level. So, they recommend that students derive formulas themselves by investigations and inventing alternatives, or justifying more than one correct answer or method to achieve the best understanding – creative thinking.
Equitable quality education is considered vital to escape poverty and enable upward socio-economic mobility – increases incomes and economic growth. Quality education also aids in the reduction of inequities and the attainment of gender equality, as well as the promotion of tolerance and a more peaceful society
In retrospect, by the time one qualifies in Class 12th, not only learners must acquire strong foundation skills but also develop creative skills so vital for innovation. If so, the educational environment, must enable students to develop appropriate foundation and creative skills. And, it depends on quality teachers, enabling curriculum and positive parenting.
UN Sustainable Development Goals (SDGs)
The SDG 4 goal is explicit: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. Equitable quality education is considered vital to escape poverty and enable upward socio-economic mobility – increases incomes and economic growth. Quality education also aids in the reduction of inequities and the attainment of gender equality, as well as the promotion of tolerance and a more peaceful society.
SDG 4 has spelled out seven targets, three means actual application, and 12 indicators. The 7 targets include free primary and secondary education; equal access to quality pre-primary education; equal access to affordable technical, vocational and higher education; increase the number of people with relevant skills for financial success; eliminate all discrimination in education; universal literacy and numeracy; and education for sustainable development and global citizenship. The three means of application includes build and upgrade inclusive and safe schools; expand higher education scholarships for developing countries; and, increase the supply of qualified teachers. The Target 4 focus is on schools to have electricity, computers and Internet, infrastructure and materials.
None can deny that the NEP 2020 addresses key issues outlined in SDG 4. Nonetheless, there is a need to review the status of implementation of the NEP from the view point of six necessary components to achieve reforms: 1) determine benchmarks and benchmark-based assessments – where the education system stands currently and what improvements are necessary to reach NEP 2020 goals; 2) autonomy through empowering schools – give them ownership, resources, and voice while enhancing school competitiveness; 3) accountability shifting decision-making authority from the Government to the community represented by school governing boards and integrated by teachers, parents, and community members; 4) good teachers – one that adds value to the learning process and to improve their learning outcomes; 5) early childhood development may be the most cost-effective educational investment; and 6) Culture is important. Using mother tongues as the language of instruction has higher attendance and promotion rates, and lower repetition and dropout rates. Students learn their national language by the end of basic education if they become literate in their mother tongue.
What Is the Best Method of Teaching?
There are nine instructional methods of classroom conduct – Teacher-Centered Instruction; Small Group Instruction; Student-Centered/Constructivist Approach; Project-Based Learning; Montessori Approach; Inquiry-Based Learning; Flipped Classroom; Cooperative Learning; and Personalised Education. The bottom line is that each teacher needs to find a teaching style that is most appropriate to learners’ capabilities. On paper, the NEP 2020 has followed the prescriptions outlined in the SDG 4. The NEP 2020 has set all targets to be achieved by 2025 based on “Access, Equity, Quality, and Accountability.” The ground realities, after nearly three years, mercilessly expose the failures and shortcomings at all levels. None of the targets defined in the SDG 4 have been implemented except for a few educational institutions:
To sum up, total system overhaul is a vital imperative to provide quality education so vital for innovation in the Technology Age with digitisation sweeping mankind. The Central and State Governments need to collaborate and cooperate to successfully implement SDG goals at least by 2030. n
