From the desk of our Senior Advisor - Dr. M. V. Prasad
On Indian Education
The strength and quality of Indian school education is being understood and recognized the world over. The ability of the Indian school curriculum to address the basic academic, emotional and spiritual evolution of the learners is admired with a sense of awe and wonder. The fact that the Indian populace has demonstrated their intellectual mastery, their emotional stability, their adaptability to global cultures is seen as a positive contribution of the school and higher education in the country. Indian technical education is perceived as one of the best in the world.
Both in terms of the depth in content and time-tested approaches in pedagogy, Indian schools have addressed the needs of the holistic development of the learners. However, during the last decade and a little before, schools have deviated from their objectives to meet the needs of an examination system, thanks to the rat race for admission into the higher institutions of learning and the consumerist tendencies that are seen in all walks of life. The schools had to respond to the parental needs and demands; consequently, both content and pedagogy had shifted their paradigm to these immediate needs.
The Changing Scenario
The emergence of the global village brought the global leaders together to the urgency of sharing global resources for common good. This opened the international gates so that no barriers existed for trade and commerce as these were instruments of enhancing the quality and standard of life for people worldwide. This cause was facilitated by the strengthening of the information gateways between nations. The information flow not only motivated the influx of information and knowledge, but threw open multidimensional challenges to the management of knowledge, processing of knowledge, its encapsulation and marketing.
One of the significant impacts of the above changes was felt in the knowledge industry, in particular in universities, colleges and schools. The large scale migration of students to the knowledge corridors of certain specific universities across the world was proof enough of the emergence of global considerations in learning processes. Realizing the need as well as the immense opportunity of knowledge marketing across the borders, many countries and their universities saw a fiscal opportunity and converted the educational enterprise into a commercial prospect. Universities with inimitable records and standards proposed opening their windows to other countries through franchise, sharing of resources, mutual support through recognition of certificates and degrees, pedagogical and logistical support as well as through faculty exchange programmes.
At The School Leval
This phenomenon of intellectual enterprise sharing percolated to the school level initially by many leading schools organizing exchange programmes between their faculties and students. This further stimulated the idea of providing the international certification for learning at the very doors of the Indian schools. Consequently, several Boards of education across the borders – the International Baccalaureate, GCE, Canadian and Australian boards – started examining the avenues for recognizing the schools on the Indian soil for affiliation to their boards as well as providing opportunities for the Indian students to appear for their examinations from the Indian soil.
Though they have not been able to work miracles in this country as the foundations of Indian school education have remained strong and purposeful, their presence could neither be ignored nor marginalized. Many leading schools under the private sector tend to fall in line with the curriculum of the above boards for some minor reasons which are not by and large different from the curriculum and policies of the Indian Boards, specifically CBSE.
The International Curriculam
CBSE envisages an international curriculum while retaining its genius and Indianness.
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