Educational reforms of 21st century

Dr. Ramneek Kaur
Assistant Professor
Zoology
Dev Samaj College for Women
Ferozepur

 A form of learning in which knowledge, skills
of people are transferred from one generation
to the next through teaching, training, or
research.
 Education is “Preparing a person to face
everyday life”

 Enabling the person to deal with life as a
whole.
 Leading an Independent Life.
 Lessons of Equality.
 Development of social life.
 Procure a job.
 Social and Physical Development.

Entrepreneurial
and job-creating
mindset
Active and
Engaged
Citizenship
Communication, Collaboration, Critical Thinking, and
Creativity

 Abolition of pass fail policy till 8th
standard.
 Introduction of gradation system.
 Initiation of Vocational Courses
 Integration of ICT to enhance teaching
skills.

‘No-Detention Policy‘.
An expert committee headed by Subramanian set up
to formulate the new National Education Policy had
recommended that the ‘No-Detention Policy’ be
reviewed.
Recently, Union Cabinet has approved the scrapping of
the no-detention policy in schools till Class VIII.

 Negative impact on the standard of education: If the ‘no-
detention policy’ continues, it will leave a negative impact on
the standard of education in India.
 No reward for hard work: No distinction between good and
bad students.
 Apathy from teachers: With the policy in place, the
Education Department does not take steps to revamp itself
and the teachers do not take the pain to ensure a good
education for the children.
 Zero academic outcomes: It will lead to a poor academic
outcome in classes.

Merits
 It considerably reduces inter and intra examiner’s
variability in marking.
 It also takes care of imperfection of tools used for
assessment.
 The fear of examination is not there in the minds of
students.
 The suicide rate had decreased due to the
introduction of grade system.

 It is quite discouraging for the
meritorious students.
 It defeats the whole concept of studying
hard and getting good marks.
 It cannot set the right parameter to
judge a student’s performance.

The key facets of the new semester system are as follows:
 Two semesters of five to six months in duration, versus
academic terms spread over 10 to 12 months.
 Credits based on the workload of the learner, with one
credit point generally corresponding to 30 to 40 learning
hours.
 Comprehensive continuous assessment (versus end-of-
year examinations).
 New assessment protocols based on grades rather than
marks, and the use of cumulative grade point scores to
define overall achievement.
 Curricular flexibility and increased options for student
mobility.
 Regular updates to curriculum.

New national credit system would allow for:
 more flexible learning patterns with greater
course choices.
Ability to transfer credits between
institutions
Improved quality standards
Greater flexibility for mature students to
complete programs over an extended period
of time.

 The term “vocation” means an individual's
development of talents and abilities in the choice
and enjoyment of a career.
 Vocational education is education within vocational
schools that prepares people for a specific trade.
 It directly develops expertise in techniques related
to technology, skill and scientific technique to span
all aspects of the trade.

 Reduction in unemployment
 World Class productivity & quality
 Exports & Tourism surge
 GDP increase, per capita advantage

 SANKALP (Skills Acquisition and Knowledge
Awareness for Livelihood Promotion)
 Skill Strengthening for Industrial Value
Enhancement (STRIVE)
 Approved by Cabinet Committee on Economic
Affairs (CCEA), Government of India, with an outlay
of Rs 6,655 crore (US$ 1.02 billion) and will be
supported by the World Bank

Commerce based: Engineering based:
Stenography and Computer
Applications
Electrical Technology
Accountancy and Auditing Automobile Technology
Marketing and Salesmanship Civil Engineering
Retail Conditioning and
Refrigeration Technology
Banking Electronics Technology
Financial Market
Management
Geo Spatial Technology
Business Administration IT Application

Home Science: Agriculture based:
Fashion Design & Clothing
Construction
Poultry Farming
Textile Design Horticulture
Design Fundamental Dairying Science and Technology
Music Technical Production
Heath and Para Medical based: OTHERS
Ophthalmic Techniques Mass Media Studies and Media
Production
Medical Laboratory Techniques Travel and Tourism
X-Ray Technician Library and Information Sciences
Healthcare Sciences

M- Massive
O - Open
O - Online
C - Course
SWAYAM
Study Webs
of Active
Learning for
Young
Aspiring
Minds
SWAYAM
Prabha
Includes
32 DTH
educational
TV
channels

 Massive - enrolment numbers
Open - no mandatory qualifications
Online - fully
Course - structured
 is an online course aimed at unlimited
participation and open access via the web.
 The basic philosophy of MOOCs is 3A’s i.e.,
Anytime, Anyone, Anywhere.

 MOOC Platform by MHRD
 Massive courses across all subject domain
 Courses from School to University
 Certificate / Credit [By Regulators]

 One-stop web and mobile based interactive e-
content for all courses.
 High quality learning experience using multimedia
on anytime, anywhere basis.
 State of the art system that allows easy access,
monitoring and certification.
 Peer group interaction and discussion forum to
clarify doubts
 Hybrid model of delivery that adds to the quality
of classroom teaching.

SN NCs Sectors
1) UGC Non Technology PG Degree Programmes
2) NPTEL Technical / Engineering UG & PG degree programmes
3) CEC Non Technology UG degree programmes.
4) IGNOU Diploma and Certificates, Skill Based Courses
5) NCERT Classes 9th to 12th
6) NIOS Out of school children Educational Programmes from
Class 9th to 12th.
7) IIMB Management Courses
8) NITTTR-
C
Teacher Training
9) AICTE Self-paced and international courses

 Use of satellite technology for taking High quality
education to the masses, 32 DTH channels.
 Each channel has 4 hours of fresh contents every day
which is repeated 5 more times to facilitate viewing as per
convenience.
 Contents are curriculum based at Graduate and Post-
Graduate levels covered in structured manner.
 The lectures are by best teachers from premier institutions
in the country.

 Early Childhood Care and Education (To improving and expand the
anganwadi system and co-locating anganwadis with primary schools)
 The Right to Education Act, 2009 (RTE Act) (extend the ages of three to
18 years).
 Curriculum framework (5-3-3-4 Design) (curriculum load in each
subject should be reduced to its essential core content)
 School Exam Reforms (Pproposes State Census Examinations in classes
three, five and eight)
 School Infrastructure (School Complex: Anganwadi, vocational education
facilities and Adult Education Centre)
 Teacher Management (4 year integrated B.Ed)
 Regulation of Schools (State School Regulatory Authority)

 Regulatory structure and accreditation (National Higher Education
Regulatory Authority-NHERA)
 NAAC as Autonomous Body
 Establishment of new higher educational institutions (set up through
a Higher Education Institution Charter from NHERA)
 Restructuring of higher education institutions (1. Research
Universities, 2. Teaching Universities, 3. Colleges for undergraduate
teaching)
 Establishing a National Research Foundation (Total investment on
research and innovation in India has declined from 0.84% of GDP in
2008 to 0.69% in 2014

 Professional development of Faculty (Student-Teacher Ratio- 30:1)
 Moving towards a liberal approach (Interdisciplinary and common
core curriculum)
 Education Governance (Creation of National Education Commission
as an apex body under Prime Minister)
 The Ministry of Human Resources and Development must be
renamed as the Ministry of Education in order to bring focus back
on education.
 Vocational Education
 Adult Education

Educational reforms of 21st century

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Educational reforms of 21st century