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Education 2018-03-22

Turning the Dream of Edueconomy into a Reality

The primary focus should be transforming our teaching styles, our curriculum, and our support systems ensuring, that these children get to walk through the school gates.

By Reetika BoseFeature Writer

Edueconomy implies finding the real purpose of providing Education in our economy and integrating educational system with our student outcomes and employers needs.

We all consider education as the means of nurturing our greatest abilities, because in each of us there is a concealed dream which, fulfilled, can be translated into benefit for everyone and greater strength for the country.

With the mushrooming of international and private schools, it may seem that the education system of India is healthy. In reality, only 29% of children are sent to the private schools, while the remaining head of the government or state-funded education. So, to check the reality of Indian education system it is better to look beyond the gates of government schools in the country.

Altering the Face of Teachers

The real picture of Indian government schools can only be altered when the government takes a call not only with fancy names like ‘Teach India’ but literally going to rural areas and ensuring the education is catered at its best to children.

Rural education and education for the underprivileged is a serious concern for the government and alongside the individuals as well. The industry demands quick action in terms of providing the right education to the most neglected sector, the rural. Maybe that is the only way they can get out of poverty. 

Experts Speak

Commenting on how to get education and the economy working together more effectively, Anil Shahasrabudhe, Chairman, AICTE said,” Students should be given the right interpretation in the classrooms. And as we all are aware of, disruption is all set to embark with flying colours through new platforms that are coming worldwide.”

“The curriculum has to be designed in such a manner that there is an innovative spirit, embedded into it”, said the Chairman.

Atishi Marlena, Advisor to the Deputy CM of New Delhi, said,” We need disruption in how we are going to provide high-quality education to every child in this country. In my opinion, the problem is that it is only reaching maybe 5% of the students. We really need some disruptive innovations and ideas on how every child in the country can access to high quality, irrespective of their ability to pay.”

Marlena added, “Our primary focus should be transforming our teaching styles, our curriculum, and our support systems ensuring, that these children get to walk through the school gates.”

Improving government schools was the only complex problem that the government is facing. To which Marlena responded,” For bringing these key changes, the government doubled its education budget, at first. Of course, there are financial investments that the government needs to make. The Delhi government invests 25% of its budget on education

OSD to the Hon’ble Minister of State for Human Resource Development, DPS Rajesh is of the opinion that, "The rural population has been underprivileged, is underprivileged and will remain so if the government is not pro active. There has to be a pro active intervention because the Education itself is in the concrete list. They can deny the policy and they can just curtail to the extent that is suitable. One education pattern of a particular state may not be suitable to the other state. It is important that the government should put its maximum efforts wherever it is possible.”

It’s incumbent upon all the leaders in our country–education, business, and government alike–to turn Edueconomy dream into a reality.

 

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