rmsa rajeev katyal director - education 1 effective use of digital content for secondary education
TRANSCRIPT
RMSARajeev Katyal
Director - Education
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Effective Use of Digital Content for Secondary Education
Secondary Education in IndiaSecondary Education -jumping board for a career
and for higher education5.8 million do not continue to class 11 and 2.5
million do not continue to higher educationGER – 52.26 % at secondary and 28.54 % at
higher secondary levelDrop out rates reach 61.59 % by class 10, pass
percentage 68% at class 10 and 71% at class 12 level
Access and Quality the two objectivesSecondary schools within 5 km radius and
higher secondary schools within 7-10 km radius
Solving Access & Enrolment a Primary Concern – Universal enrolment by 2017
Quality General Education and Vocational Education two areas of educational attention
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Problem Growing every year
Primary/Junior Middle/Senior Higher Secondary Higher Education
130
MM
51M
M
36 M
M
12 M College Graduates
Source: MHRD
Sources: MHRD; National Sample Survey Report No. 439 & 505:
12 M
M
8.3 Mm Vanishing from formal education and scouting for
a job
Class 10 has 12.2 million
students
3 Years of Higher Educatio
n
Class 12 will have
approx. 6.4 M
3.9 M Graduate
every year
3.9 M college students
looking for Jobs
Only 3.9 M go for Higher
Education
High drop out rates increase need for vocational training for Employability
Approx. 12 M getting added per year without Vocational
Skills and looking for job
Employability problem can be handled either DURING schools and colleges OR can be handled AFTER college education
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Objectives of Digitization in EducationPromote the usage of ICT especially in Higher
Secondary and Secondary Government Schools including widespread availability of access devices, connectivity to the Internet
Enrichment of existing curriculum and pedagogy by employing ICT tools for teaching and learning.
To ensure the availability of quality content on-line and through access devices both in the private sector and by SIETs.
To enable students to acquire skills needed for the Digital world for higher studies and gainful employment.
Promote critical thinking and analytical skills by developing self-learning. This shall transform the classroom environment from teacher-centric to student-centric learning.
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Where is India right now?
A Reality Check on Gearing up for the 21st Century
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Super-Connectors
5
23
50
55
62
71
75
75
77
82
83
85
85%
0 20 40 60 80 100
India
Brazil
Mexico
Russia
China
Taiw an
Poland
USA
Germany
Australia
Spain
UK
France
(BDD GenWorld 2006)6
Educational Technology Use in the Strongest Economies
0
10
20
30
40
50
60
70
80
90
100
using computers at schoolseveral times a week
using the Internet at schoolseveral times a week
with an Internet connectionat home
with at least one computerat home
Percentage of 15 year old students ...
Per
cen
tag
e
USA
Japan
India
Germany
France
U.K.
Italy
Russian Federation
Brazil
Technology Counts 2004, 9 Technology Counts 2004, 9 7
Stages for ICT in Education – A Framework
Stages
Underdeveloped Developed Functioning Strategic Embedded
Vision No expressed vision to use ICT
•More stress on acquisition of ICT•No stress on use of ICT in learning
•Recognize use of ICT in learning•Careful budgeting for ICT
•Clear recognition of potential of ICT in learning
•Anticipates future developments inn ICT for teaching and learning
Teaching & Learning
•No curriculum integration of ICT•Teachers use ICT minimally•Few children have ICT skills
•Support for integration of ICT in learning•ICT replaces traditional methods superficially•Some children have ICT skills
•ICT led teaching in most curriculum areas•Many teachers use ICT in teaching•Many children have ICT skills
•ICT integrated into all areas of teaching and learning•Most teachers have ICT skills•Most children have ICT skills
•Regular debates on more effective use of ICT•all staff use ICT as regular instructional methodology•all children have high level of ICT skills
Administration
•no administrative systems use ICT•No use of ICT in children assessment
•Administrative systems exist in ICT but unrelated•Some staff use for recording assessment
•Integrated ICT based administrative systems•Many staff use ICT for recording assessment
•ICT in administration integrated to vision•Most staff use technology for assessment
•High order of integration in ICT based integration•All staff and students integrated in ICT based assessment
Resources
•Teaching learning spaces not designed to use ICT•impulsive procurement•zero access to networks•no technical support
•limited use of environment for ICT•limited planning for procurement of ICT•some access to networks•Inadequate tech support
•Some teaching areas created for use of ICT•discrete use of virtual environment•reliable access to networks•adequate technical support
•Most spaces support use of ICT in teaching•Procurement follows best practices•Efficient access to networks•Effective technical support
•Innovative designs for use of ICT•all contribute to virtual learning•innovative practices•specialist staff for support
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Where does India stand?Stage Underd
eveloped
Developed
Functional
Strategic Embedded
Vision
Teaching &Learning
Administration
Resources
21st Century
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Where do we start?
First challenge is Access > expanding current secondary schools, upgrading upper primary schools, building new schools
Providing infrastructure within schoolsChallenge of providing teachers> providing curriculum
knowledge> improving teaching skills> providing ICT skills> providing skills of ICT based teaching
< 1/3 rd schools out of total have IT labsProposition is to have 10 PC IT labs with internet
connectivity in schoolsEmphasis on Digital Literacy and IT skillsNeed more evidence of putting ICT in class rooms for
curriculumMany versions/ vendors available for providing ICT based
curriculumCIET/ SIETs gearing upMake vocational training both a means of enhancing
enrolment and quality of education10
What should Education Planners in India do?
Reality check of where we are and how do we proceed from stage to stage
Categorize schools/ states into stages and exercise the following choices;Bring all secondary and higher secondary
schools to one stage and proceed there onCategorize schools into stages and make each
school move up stage by stageOption A - Get a single IT lab in all schools for classes 9
to 12, where possible broadband, do only IT literacy and IT subjects for all children
Option B – Bring in vocational skills > life skills, communication skills > soft skills alongside IT skills
Option C – make a determined effort to get ICT into curriculum, smart class rooms at each class level in all schools, all teachers trained on ICT, ICT based pedagogy
Option A > Option B > Option C11
Stages wise development of Digitization in Indian Education
Stages Developed Functional Strategic Embedded
Vision Stress on acquisition of ICT skills by students in learning
•Introduce use of ICT in curriculum
•Widespread usage of ICT in curriculum
• Anticipate and imbibe future developments in ICT for teaching and learning
Teaching and Learning
•Teachers acquire ICT skills•Children follow an ICT curriculum for Digital Literacy and Advanced IT skills•Simple vocational skills taught using ICT
•ICT led teaching in most curriculum areas•Many teachers use ICT in teaching•Many children have ICT skills•Vocational skills in many areas taught using ICT
•ICT integrated into all areas of teaching and learning•Most teachers have ICT skills•All children have ICT skills
•Regular debates on more effective use of ICT•all staff use ICT as regular instructional methodology•all children have high level of ICT skills
Resources
•ICT labs and connectivity in all schools
•One smart class room for each class levels
•Each class a smart class room
•Innovative designs for use of ICT•all contribute to virtual learning
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The Global Agenda for Children: Learning for the 21st Century
In order for the world to survive and prosper in the new century, people will need to learn more and learn differently. A child entering the new century will likely face more risks and uncertainties and will need to gain more knowledge and master more skills than any generation before.
Shaeffer, Dykstra, Irvine, Pigozzi, & Torres, 2000Shaeffer, Dykstra, Irvine, Pigozzi, & Torres, 200013
21st Century Skills
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What is an Appropriate Solution? High quality, core-curriculum products correlated to
the CBSE syllabus in Maths, English, and science Various methods of classroom delivery: interactive
white boards, projector, computer lab, LCD TV Blended teaching approach: software designed to
be used in conjunction with teachers’ textbooks or directly with the syllabi
A management system for teachers and school administration (optional)
Interactive whiteboard tools and activities that supplement and extend classroom learning and which are designed also as standalone activities (classroom/maths lab/science lab)
Teacher training for ICT-led curriculum education
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Components for 21st Century Skills for Knowledge Economy:
• Core Subjects• Learning and Thinking Skills• ICT Literacy• Life Skills• 21st Century Content
21st Century Skills Framework
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Four pillars of Digital ContentThe Core Thinking and
Learning SkillsLife Skills 21st Century
Content
Literacy:
Language skills
Reading and writing
Foreign languages
Critical Thinking & Problem Solving Skills
•Leadership• Ethics
Global Awareness
Mathematics:
Numeric
Analytics
Application
Creativity & Innovation Skills
•Accountability• Adaptability
Financial, Economic, Business and Entrepreneurship Literacy
Sciences:
Applied / Life
Application
Innovation
Communication & Information Skills
•Personal Productivity• Personal Responsibility
Civic Literacy
Social and Societal:
History/Geography/ Environmental
Civics
Community Living
Collaboration Skills People Skills Health & Wellness Awareness
Economics:
Family/Community/Regional/
National/Global
•Self Direction• Social Responsibility
Arts:
Music/Drama/ Fine Arts17
Learning Gateway
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