1.0
Introduction
2.0
Need
3.0
Structure
4.0
Status
1.0 Introduction
Children are inquisitive and natural learners. A good education
system recognises this, and facilitates learning by providing
a supportive learning environment that adapts to the child.
The current system focuses excessively on rote and passing the
examination and thus straight jackets the students. The School
leadership can play a crucial role in improving the system.
The learning environment in the school is intricately related
to the leader’s vision and the system he/she puts into
place to achieve that vision.
2.0 Need
for Change
The aim of the current education system is restricted to ‘doing
well in exams’ to maximize economic opportunity. Children
start believing and following what they are taught.
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Education is restricted to rigidly
defined subject-wise content. |
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Content taught in schools is independent
of the child’s history and environment. It does
not extend to life-skills and value system. |
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Students are taught to obey. Children
learn not to question and realize education is boring |
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Students are judged as good or bad,
intelligent or unintelligent. Children learn that they
are not worthy of respect |
A healthy environment is a pre requisite for effective learning.
However, competition, grading and standardization have made
the learning environment far from the ideal one. The current
environment is characterized by:
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Environment is highly regimented,
homogenous and intimidating |
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The engagement model is not flexible
and is not attuned to different learning styles. Thus
it stifles learning |
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Assessment is used to judge and label
the learner |
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The learning experience is removed
from the learner’s context |
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The education system is a static
entity with a static output. Society should evolve to
handle the graded outputs of such system |
The processes have a profound impact on the final output i.e.
the individual passing out of this system. The individual shows
the following characteristics:
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Has a memory of disconnected data |
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Has not learnt to build knowledge.
Hence, no real learning has happened |
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Does not know how to evaluate or
create. Does not know how to think, discover and learn |
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Imbibes qualities such as obedience
and rejection of diversity |
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Needs guidance as education has disconnected
him/her with life and no life skill has been imparted |
An education system should be such that it brings out the best
in each individual. The role of the education system should
be:
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Devises a framework for desired
learning derived from the vision of an ideal individual |
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Contextualizes desired learning to
the child and community |
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Provides a non-intimidating and
interesting learning environment where the right learning
experiences can be created |
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Assessment tools are used to measure
whether the child has synthesized new knowledge with his
existing mental construct and is now able to analyze and
evaluate this knowledge for further application |
Thus, an ideal education system should be able to facilitate
learning and adapt itself to the needs of every child. It should
evolve to meet the demands of an evolving society. It learns
how children learn and continuously renews itself with this
knowledge
3.0 Current Structure
Intervention is a crucial part of the 3 pronged strategy of
Wipro Applying Thought In Schools initiative. The initiative
has the following programs running across India
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Education Leadership Program |
|
Teacher Program |
|
Parent Program |
Education Leadership Program
Initially developed with Centre for Education Management
and Development (CEMD) to enable principals to lead the change
in their schools, the ELP is now being developed with other
partners for implementation across all cities
The objectives of the Program are
|
Capacity building of educators in
leadership roles |
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To build leadership, instructional
& organizational competence to enable participants
to identify and address the needs of their institution |
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To empower leaders to create a facilitative
environment & lead the change processes in their institution |
Approach
|
It focuses on developing Educational
Leadership through an interactive, participatory and experiential
learning process |
|
Methods such as role plays, collaborative
inquiry, case studies, experiential analysis, games, simulations
and collective statements are used to bring about change
in beliefs, attitudes, perceptions and behavior |
Bangalore,
Hyderabad
Delhi
The Teacher Program
The teacher plays the most crucial role in the education system
– to the child, she represents the entire system. Learning
is intricately linked to a teacher’s ability to teach
well. It follows that there can be no change without the teacher’s
active endorsement. The Teacher Programme is just that –
a programme to empower the teacher with the perspective and
tools necessary to initiate change. Spread over 2 academic years,
the TP is a mix of dedicated modules and on-the-job support
for teacher effectiveness.
The Teacher Program also has a workshop component for the principals.
Principals are taken through a 4 half-day workshop series which
highlights the main features of the program and what role the
principals should play to ensure that the desired change happens.
Parents Program
Parents are taken through either a 4 half-day workshop or a
fast track version of a 4 hour workshop which coves the following
areas
The parent modules aim towards parents who are:
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Informed about the latest developments
in the field of education and the changes happening in
the school as a result of the Wipro Applying Thought in
Schools Program. |
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Inspired to effectively participate
in the education and comprehensive development of their
children. |
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Empowered with a variety of simple
hands-on strategies and techniques so that they are able
to foster learning at home |
4.0 Current Status
The first Teacher Program was launched in May 2001 with
100 teachers from 5 schools of Bangalore. It today covers more
than 2200 teachers (Standards 1-8) from more than 100 schools
across 15 cities. (See Reach
of the program for details).
The teacher program is open only for teachers teaching in schools
which are/would like to be a part of the program. Atleast 80%
of the teachers or a batch of atleast 20 teachers of the participating
school must undergo the program so that there is a critical
mass desiring change and are capable to change. It covers teachers
teaching from Standard I to Standard VIII.
150 leaders have gone through 1 session of the 4 half day workshop
series for leaders. 14 principals from Bangalore have gone through
Education Leadership Program.
110 parents from Bangalore and Hyderabad have gone through the
Parents Program |
