Should technology disrupt classroom learning?

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How to Integrate Learning Assessment and Student Analytics in Every Day Education  By Gumbi Software Private Limited, Bangalore In traditional schooling, delivery of education often tends to be teacher centered - with children expected to remain passive and only listen. Since students at different learning levels sit in the same class, it becomes extremely difficult for teachers to provide targeted instruction to students. The fact is student engagement begins and ends at raised hands, questions asked, or simply maintaining eye contact. Over the years this has been resulting in only selected students being interactive in the class and most students remaining inactive throughout the academic year. When the COVID19 pandemic seized the world, everyone including students were asked to remain at homes. While society began to adjust to this change, students, mostly from private schools un urban India where internet connectivity is available were required to take up online classes. On th...
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EDUCATION FOR ALL: THE PRIVATE SECTOR CAN CONTRIBUTE

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India's growth and socio-economic development are closely linked to its educational system. With India's positioning as a knowledge economy in a rapidly globalising world, its educational needs have assumed great significance through the last decade or so. A well-educated population carries a good impact on health and nutrition and paves the way for economic progress. To develop an equitable and democratic society a well-balanced education for its young citizens is greatly called for. Thus, India's rapid access to quality education is crucial. More so, since it has large youthful population and low human development statistics.

education policy, education and training policies


Over the previous two decades, the number of children getting some type of private schooling, whether through enrolment at a private school or through private tutoring, has increased phenomenally. Education is a fundamental human right that states must protect. Private Sector can help to boost financial resources dedicated to education and supplement state’s capacity to handle rising demand while maintaining high standards. Non-governmental organisations (NGOs) offering education to underserved populations or high-quality private institutions serving wealthy students is quite obvious. Thus, what is important is private enterprises taking over or sharing the task of giving education to even the poorest of pupils. Independent, community-based NGOs, faith-based groups and individual practitioners are examples of private, or non-state sector, in education.

The fundamental reason for incorporating the private sector is to maximize the possibilities for improving learning outcomes and promoting equitable access to education. Private investment in education can help increase the amount of money invested in the industry and augment government institutions limited capacity to meet rising demand. Even when the state provides sufficient spaces in public schools and universities, there is growing evidence that the private sector is better equipped to address the growing specialized demands of specific groups.

Private schools have a greater ability to offer new curriculum and programmes, as well as enhanced assessment methodologies. Private schools appear to have a longer school day and school year, smaller class sizes, lower teacher absence and extra time devoted to main subjects – English, science, social studies and Hindi. Most high-achieving education systems allow schools to make their own decisions on teacher hiring practises, curriculum development, and resource allocation. These have been found to boost learning outcomes in both public and private schools. Growth of online apps like Byju’s Unacademy etc is adding a new dimension to learning. They are providing education to School and University level students, with a great idea “Learn anytime from anywhere at your own pace”.

The ability to create a learning environment that is most suited to students needs is enabled by decision-making at the school level. However, autonomy must be backed with accountability to ensure that schools provide high-quality education by establishing defined learning and teaching standards. There also has to be a mechanism to spot and fix shortcomings.



The shift from state to private sector reflects the growth of society; it reflects that society's members are becoming more affluent and self-sufficient in funding their needs, allowing the state, which had previously dominated all aspects of their lives, to take a step back and reduce its control in certain areas. As a result of this societal expansion, the number and reach of private educational institutions are rising in India. The community understood that it no longer had to rely on the state to meet its educational demands, and that community members could support their own education. As a result, contemporary private institutions sprang up all over the country, evoking the picture of a society focused on progress and capable of self-funding its demands. These universities raised the bar for education by incorporating technology to assist students.

It is a well-known fact that the performance of private schools is improving day by day. These institutions have been at the forefront of the educational technological revolution, and they have successfully worked to increase a student's overall skills. It had a good impact on society for numerous reasons, including permitting this transformation in study methods.

 

 

REFERENCES

1.   Barrera-Osorio, F., 2007. The impact of private provision of public education: empirical evidence from Bogota’s concession schools. World Bank Policy Research Working Paper 4121. Washington DC., USA

2.   Higher Education’. http://www.academicsindia. com/Yashpalcommittee-report.pdf

3.   Baum, D., Lewis, L., Lusk-Stover, O., Patrinos, H.A. forthcoming. What Matters Most for Engaging the Private Sector in Education: A Framework Paper. SABER Working Paper Series, World Bank, Washington DC., USA

4.   Bold, T., Kimenyi, M., Mwabu, G., Sandefur, J., 2011. The High Return to Private Schooling in a Low-Income Country. Working Papers 279, Center for Global Development, Washington DC., USA

5.   Bruns, B., Filmer, D., Patrinos, H.A., 2011. Making Schools Work: New Evidence on Accountability Reforms. World Bank, Washington DC., USA

6.   Muralidharan, K., Sundararaman V., 2013. The Aggregate Effect of School Choice: Evidence from a Two-stage Experiment in India. NBER Working Papers 19441. Cambridge, Massachusetts, USA

7.   https://blog.private-sector-and-development.com/2015/04/06/education-for-all-the-private-sector-can-contribute/

8.   https://www.gktoday.in/topic/role-of-private-sector-in-education/

     9. http://www.idfc.com/pdf/report/2012/IIR2012_Overview.pdf


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