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From the Chairman

We live in a rapidly changing world. Our lives are being impacted and transformed dramatically by economic, social, technological, global and climatic changes. However, when it comes to educational reform and that too in the school sector there are numerous voices of cynicism and dissent among educators and administrators alike.

The change is shaping a new reality in the fabric of teachers and educators. The very environment in which knowledge exists has been transformed as teachers and students have become co-creators of knowledge and not just consumers. Knowledge flows in real time and global connections are no longer being restricted by physical space. The virtual world has so consumed the younger generation that the membrane between real and virtual is becoming non-existent.

Education has undergone enormous changes in curriculum design, instruction methods and technologies used. Classrooms today have a more diverse and heterogeneous learner group, greater attention is paid to the needs of students with special needs and students are instructed in various ways of knowing and understanding. Knowledge and content, student teacher interaction and assessment strategies are that form the core of education. The changes in technology that have happened in the last decade have completely overturned traditional views about knowledge, attitude and skills in education. For example, what kind of skills will a student require if s/he has to create a video or upload a photograph album or for that matter connect with others in cyber space.

  Vineet-Joshi-cbse-chairman Vineet Joshi IAS
Chairman CBSE

The merits and de-merits of technology aside, there seems to be no way out of it. Hence the need to integrate technology as part of teaching, learning and assessment. To create and nurture change, reforms must not only be true seen as ‘top down’ from policy makers, but also ‘bottom up’ and resonate with the needs, passions, interests and hopes of students, parents and the community. Therefore, learning needs to be transformed in a way that it will energize the system of education.

‘Child Centered Education’ as advocated by the Right to Education is not about burdening students by assigning many more activities tasks, assignment and projects but by including them in the teaching learning process. Chapter five of the Act very clearly states ‘learning through activities, discovery and exploration in child-friendly and centered manner points to changes in the transaction of curriculum and role of the teacher’. It leads to empowering children to construct situations, parents and the community. Therefore, learning needs to be transformed in a way that it will energise the system of education.

‘Child Centered Education’ as advocated by the Right to Education is not just about burdening by assigning many more activities, discovery and exploration in child-friendly and child centered manner points to changes in the transaction of curriculum and the role of the teacher’. It leads to empowering children to construct situations in a way that their motivation and curiosity is aroused. Children learn best what they are doing.

The approaches such as activity based learning, peer learning and group work rather than lecturing seem to work better with children today. As far as the role of a teacher is concerned it needs to change from that of a lecturer to a facilitator who develops the ability to scaffold knowledge. Teaching then becomes a dialogue rather than a monologue.

Education is recognized the world over as perhaps the most essential public service. Its effects can be measured through assessment. Reforms in strategies of assessment as well as how it can be used to advance learning have been taken up time and again. One of the keys to reform is to create parent and community support for the reform. When teachers resist change it may be due to the ‘fear of the unknown’ or a perception that their ‘experience’ or ‘expertise’ is being threatened. Professional Development and leadership support can improve teachers sense of efficacy. The CBSE is keen to collaborate with all stakeholders who can act as change makers and change agents. As always we welcome your suggestions and feedback on the CBSE website.

Vineet Joshi IAS

Chairman CBSE

 
 
 

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