MAKING EDUCATION MORE RELEVANT FOR CHANGING SOCIETY

1. MAKING EDUCATION MORE RELEVANT FOR CHANGING SOCIETY How can India prosper when its education system stagnates?

2. A device functioning on radio waves, used for imparting information, with a high complexity per cubic inch ; functional only with a subscriber identity module, battery, a control channel, a registration request, MIN no., a 32-BIT electronic serial no. and digital signal processor with ROM and Flash memory chips, with a range upto 1.99 GHz, classified as simplex, duplex, dual band, dual mode and tri mode.

3. COULD YOU GUESS WHAT THAT WAS ?

5. “It is very nearly impossible to become an educated person in a country, so distrustful of the independent mind.” -JAMES BALDWIN • Education has assumed great importance in the new world. It makes a man a thinker, completes him as a person. • And if this foundation is faulty, the system and society collapse in all entirety. • It is high time that we understand the gravity of the situation and shift from ‘an examination system to an education system’.

6. LITERACY V/S EDUCATION

7. ECONOMIC CHANGEThe 3 disjoint worlds:-

8. PROPOSED MEASURES

9. IMPLEMENTATION • Proper utilization of educational budget through elimination of middlemen and red tapism. • Rigorous selection process for recruitment of teachers. • Adopting a global curriculum; expanding the horizons of the students.

10. DYNAMIC V/S STATIC

11. PROPOSED MEASURES • Regular revision of books is extremely important. • The text should be more practical and less theoretical . • Study material should be relevant and applicable to the current scenario. • Assign activities to extract creativity and innovation.

12. IMPLEMENTATION • Rules should be passed for the compulsory revision of textbooks on yearly basis . • Inclusion of topics related to current issues should be made compulsory. • Use of wall magazines and newspapers should be encouraged. • Working projects in sciences, dummy companies in commerce and regular workshops could be of great help.

13. FEMALE EMPOWERMENT • Low rates of educated female participation in the labour force means some of India’s significant human capital is simply not coming on the job market. • Literacy rates in 2011 were : • 82.14% for men • 65.46% for women. • Approximately 40% of students, mostly girls, drop out of secondary schools.

14. PROPOSED MEASURES

15. IMPLEMENTATION • Setting up of schools in slum areas will make education more accessible. • Door to door checks should be carried out to ensure maximum enrolment. • Fines should be charged to defaulters. • Rewards and incentives should be given to parents encouraging education.

16. CHANGE IN TEACHING TECHNIQUES This is how a conventional book reads, to explain a concept as simple as ‘Tectonic Plates’: The two sub layers of the earth’s crust (lithosphere) that move, float, and sometimes fracture and whose interaction causes continental drift, volcanic eruptions, earthquakes, mountains and oceanic trenches.

17. USE OF AUDIO VISUAL AID

18. INFERENCE • Audio visual aids tend to leave a lasting impression on the minds of the students as it involves more of his senses. • It provides a fun-filled learning atmosphere. • A teacher shouldn’t be burdened with the overloading syllabi and overcrowding classrooms but should have a healthy environs for fruitful discussions.

19. NEW APPROACH Teaching Techniques To The Taste of The Taught: • Learning by doing • Group discussions • Introduce the concept ‘learning through teaching’ • Use of audio visual aids • Greater use of laboratories. • Encouragement of activity based learning.

20. GLOBALIZATION • Recently Narayana Murthy said that even premiere institutes like IITs have failed to produce professionals who can rub shoulders with the best in the world. • Youth veers towards a globalized society, and wants an education and upbringing like that, which our education system fails to provide.

21. PROPOSED MEASURES

22. AARAKSHAN- India v/s India • Backward communities have increased from 1257 in 1991 to 2297 in 2006. • 27% of the seats in the central institutions for higher education are reserved for OBCs; 15% for SCs and; 7.5% for STs. • A major disadvantage is that the creamy layer of the reserved category is still availing its benefits.

23. MEASURES • If at all reservation should exist, it should be on the basis of economic status and not on the basis of caste at all. • Economic verification should be conducted every year. • Minimum income level should be the basic criterion for availing reservation.

24. MARKS CENTRIC OR ECCENTRIC • The so called 100% cut-off percentage of Delhi is the best example for our title. • The rise of toppers from last years’ 1200 to 2097 this year is a clear indication of lax, careless checking and emphasis on ‘keywords’. • Rote learning should be replaced by ‘right’ learning.

25. PARADISE OR PURGATORY? On the basis of an independent study conducted on students, some shocking facts were revealed: • 67.6% students feel that RTE has not been effective. • A stark 80.28% students state that they are not regular with lab usage. • Only a meagre 21% students feel that the education system ensures them sufficient exposure. • 71.8% respondents feel that school teaching is not enough to do well.

26. VOICE OF THE YOUTH ways to make learning more relevant and refreshing

27. BUDGET If only 6% of our GDP is consciously dedicated to the cause of education, can Indian education be a success.

28. STAKEHOLDERS • Education in India is provided by the public sector as well as the private sector, with control and funds coming from three levels: federal, state, and local. • Corporate houses can also set up educational institutions like : • BITS (Birla Group) • Shree Ram School (SRF Limited) • TISS (Tata Group) • NGOs can also help in setting up schools like those by Pratham, Teach for India, Samaritan Help Mission etc.

30. CAN WE CHANGE IT?

31. ASACRED HEARTPRESENTATION MENTOR: Ms. Lucy Sebastian TEAM : Surprit Rekhi Sakshi Bhalla Jayanti Jha Isha Ghai