If we go by the present time, how the world is running and how it will run in the future, Technology will be at the front of the progress.
The Digital India Campaign is helping to transform the entire nation into a digitally empowered society.
Quality education will play a critical role in this transformation, and technology itself will play an important role in the improvement of educational processes and outcomes.
Setting up of a new national educational technology forum:
The National Educational Technology Forum will be a platform for the free exchange of ideas on the use of technology to improve learning, assessment, planning and administration.
An autonomous body, the National Educational Technology Forum (NETF), will be created to provide
a platform for the free exchange of ideas on the use of technology to improve learning, assessment, planning, administration, and so on. The aim of NETF will be to facilitate decision making on the induction, deployment, and use of technology, by providing to the leadership of educational institutions, State and Central governments and other stakeholders the latest knowledge and research as well as the opportunity to consult and share best practices with each other.
Role and functioning of the National Educational Technology Forum:
The NETF will have the following roles:
a. Provide independent evidence-based advice to Central and State government agencies on technology-based interventions;
b. Build intellectual and institutional capacities in educational technology;
c. Envision strategic thrust areas in this domain; and
d. Articulate new directions for research and innovation
Along with this NETF will keep a continuous eye on the developments in the field of education and make sufficient changes to keep updates with the changes.
To support the development of a vibrant body of knowledge and practice, NETF will organise multiple regional and national conferences, workshops, etc. to solicit inputs from national and international educational technology researchers, entrepreneurs and practitioners. NETF will enable educational technology experts from schools, universities, research institutions and other organisation to evaluate these inputs against current best practices from multiple perspectives, including pedagogical, psychological, social and economic, and distil them into:
a. Necessary interventions, which should complement existing best-practices and be implemented immediately in specific contexts;
b. Promising interventions, which require additional large-scale studies that could, for example, be funded by NRF; and
c. Inappropriate interventions, which ought not be considered.
Approach to the induction of technology:
Technology in early years of childhood can cause severe disorders on children, but technology used in class rooms for teaching, assessment, and learning can be of tremendous help for teachers and students alike.
Technology integration with education will certainly create a powerful tool for teachers so that they can have training and support activities with the use of this technology.
Building of Centres of Excellence in Universities to perform research so they will appropriately uptake technology solutions. These Centres of Excellence will engage in a two way interaction with NETF for sharing of knowledge.
Teacher preparation and continuous professional development:
Teachers will need to have to be reskilled in how they use technology for conducting classes and for other purposes. To skill teachers at all levels in the use of educational technology, all teacher preparation programmes will include hands-on training in leveraging technology-based resources.
Initially, a large number of certified master teachers will be trained to provide training to all teacher trainees in a phased manner. Hence, a suitable initiative will be launched and run in a mission mode for 5-6 years by the CIET.
Also for teachers to be up to date with the developments in training methods, continuous teacher professional development will be done through online platforms so that teachers are always updated with the new training methods.
Integrating educational technology into the school curriculum:
To prepare school students for the digital age and bolster efforts in STEAM (Science, Technology, Engineering, Art & Design, and Mathematics) education, the following steps will be taken:
a. From age 6 onwards, computational thinking (the thought processes involved in formulating problems and solutions in ways that computers can effectively execute) will be integrated into the school curriculum. This is a fundamental skill in the digital age, and it can be effectively taught with well-designed paper worksheets.
b. Given the diffusion of devices and their affordability, all students are likely to have access to connected personal computing devices by 2025. The school curriculum will promote digital literacy using these personal devices as well as available digital infrastructure (computer laboratories, tinkering laboratories, makerspaces, etc.).
c. The school curriculum will offer optional subjects focused on programming and other advanced computer-based activities at the late upper primary and secondary stages.
To meet the ends of the relevant video classes along with the teachers own teaching, equipment will be provided to all classroom in schools. Also a publishing software wherein the teachers can publish their study material to all students by way of PDFs will also be developed in the future.
An open educational repository will be developed where teachers will be able to upload their study material which can be used by students to gain access to high quality education sources. Along with this, study materials like textbooks etc will also be available for all students.
This will be regularly reviewed from time to time and updates will be made according to the current scenario.
Education access will be enhanced:
In remote rural areas, where technology has not yet fully reached, school complexes will become the nodal agency for reaching out to students in these areas. All the relevant requirements of electricity, computers, internet, servers will be provided.
Along with the access of education to all, the quality of the education sources provided will also has to be of highest quality and has to be up to date. This will work in two ways, one where the student will also be updated on latest trends and will also work as a lifelong learning platform for others.
Streamlining educational planning and management:
Setting up a National Repository of Educational Data where the data of all institutions, teachers and students will be stored in the digital form. NRED will be set up as part of the Digital India programme which will have the following tasks:
a. Developing appropriate systems for authorised institutional users to enter and update data. Teachers would be asked to enter data at most four times per year, in order to ease the significant burden on teachers in collecting, managing and transmitting data on an ongoing basis. This will be the only mechanism for institutions to disclose data to government agencies (both State and Central) for purposes of monitoring, accreditation, ranking, rating, and eligibility for government schemes.
b. Validating employment records of teachers and credits earned by learners (who will be, e.g. identified by their Aadhar numbers). This will simplify the process for learners and teachers seeking scholarships, employment, transfers between institutions, and re-entry into the education system. It will also minimise the manual effort in tracking details of students and teachers.
c. Complementing efforts to assess learning outcomes (e.g. NAS) by analysing the performance of individual learners and institutions, and attempting to predict failures to meet outcomes so that proactive assistance measures can be undertaken.
d. Maintaining records while adhering to national norms, best-practices, and laws related to privacy of data. Practices based on “security by obscurity” will be explicitly rejected. This Policy further states that laws be strengthened to preserve the privacy of all individuals at the earliest.
e. Developing appropriate mechanisms to ensure the timeliness and reliability of data, so that policies can be based on high quality data. Current best practices employed by State and Central agencies can be studied and used as a baseline.
f. Alerting concerned governmental agencies about important trends (both positive and negative) as they are developing, for immediate action where necessary, and making these analyses public on an annual basis.
g. These analyses will also include assessments of the quality of school education at the district level.
Monitoring migrant learners, and tracking their health and educational progress in order to mitigate the negative impact of disruptions to their well-being due to frequent displacement.
With all these responsibilities, not only will the data regarding each student will be stored, also the employment data of teachers, students transfers from institutes and scholarships will also be held.
Also from the data available the trends in the current generation will be easily available which will also help in determining the future stance of education and its effectiveness in the current situation.
State Government will have its own depository of certificates like ‘National Academic Repository’ for all education institutes in its state. Also to solve the problem of fake degrees, the use of Blockchain Technology is going to be used.
“Integrate vocational education into all educational institutions –schools, colleges and universities. Provide access to vocational education to atleast 50% of all learners by 2025”.
Higher education no doubt helps students in preparing for the world of work but certain kinds of educational programmes are designed for preparing people for specific occupations. This is referred to as vocational education.
Vocational education distinguishes itself from academic education in the close linking of knowledge and skills to specific practical challenges and work situations in the economy. It aims for students to acquire a defined set of practical competences in specific areas of work in the economy that requires knowledge, skills and attitudes relating to that field of work.
A fresh approach to vocational education will be adopted which will be beneficial to students in preparing for the future. Vocational education will not be seen as a separate education from mainstream education but will be considered an integral part of mainstream education.
This new imagination of education will contribute to the economic goals of individuals and the nation in multiple ways, developing the capacities and dispositions of individuals for economic independence, including employment and entrepreneurship.
In adapting a new approach to vocational education, all schools, colleges and universities will have to integrate vocational educational programme in a phased manner. All school students must receive vocational education in atleast one vocation during grades 9-12.
HEIs will also offer vocational courses that are integrated into the undergraduate education programmes, with course content that combines adequate hands on experience with the requisite theoretical background, delivered within a general education setting.
To integrate vocational education into all secondary schools and higher education institutes, collaborations with it is, polytechnics, local business, and industries, hospitals, farms, and NGOs is necessary. Based on the interest of the institution appropriate decision must be taken by the institute.
School complexes must build expertise in curriculum delivery that is aligned to NSQF levels 1 to 4, with accompanying practical training being provided either at school or outside, in conjunction with external partners.
The ability to sign on appropriate training partners in the role of ‘Skills Knowledge Providers (SKP)’ will influence the choice of vocations that the school complexes can offer their students.
Similarly, curriculum will be devices for undergraduate programmes, which will also be included of vocational education aligned with NSQF levels 5-7.
“Achieve 100% youth and adult literacy rates by 2030 and significantly expand adult and continuing education programmes”.
The abilities to attain foundational literacy, obtain an education, and pursue a livelihood must be viewed as fundamental rights of every citizen. Quality access to adult education is therefore critical to ensure that all citizens are able to fulfil this right.
Adult education provides mature learners with opportunities to increase their knowledge, develop new skills, gain helpful qualifications and credentials, enhance career prospects, and thereby truly enrich their lives.
The importance of adult education will help the people in doing work such as email, filling forms, basic financial transactions and other basic works. This will lead to a new world of personal, civic, economic and lifelong learning opportunities for the individual that will enable them to progress personally and professionally.
A curriculum along with a framework will be developed to tackle the problem which will help in the education of adults. The establishing of curriculum will not do any good if there is no participation from adults. To combat this problem, social workers will track and ensure participation of adults for their own gain.
Promotion of Indian languages:
“Ensure the preservation, growth and vibrancy of all Indian languages”.
Indian languages are some of the most expressive and scientific in the world, containing much of the world’s great literature and knowledge. They are also truly functional languages, many spoken by lakhs if not crores of people, and represent the culture and heritage of entire regions and generations, and of centuries if not millennia.
True inclusion and preservation of culture and traditions of each region, and true understanding by all students in schools, can be achieved only when suitable respect is given to all Indian languages, including tribal languages.
It is thus absolutely critical to preserve the truly rich languages and literatures of India, just as other technologically advanced countries (such as South Korea, Japan, France, Germany, Holland, etc.) have so deftly preserved their languages in the face of internationalisation.
Universities shall be supported to set up and revive Indian language programmes and capabilities across the country. This must happen across Types 1, 2 and 3 HEIs. This will include but not be
limited to Schedule 8 languages, and would include also, e.g. tribal languages wherever suitable. This will enable strong Indian language components in all teacher education programmes for school education.
A National Institute for Pali, Persian and Prakit will be set up.
Research on Indian languages, literature, language education, and related cultural areas will be supported by the NRF with adequate funds.
The mandate of the Commission for Scientific and Technical Terminology (CSTT) will be renewed and vastly expanded to include all disciplines and fields, and not just the physical sciences. This will require adequate staffing, regular meetings of experts, and funding to ensure its objectives are met.
All curricula in both schools and universities will use the same standardised terminology that is developed by these institutions.