Director, Corporate Affairs Group, South Asia, Intel
Better education leads not only to higher individual incomes, it also contributes to a nation’s long-term economic growth
Now we have access to a range of new technologies that offer fantastic creative opportunities to teachers who wish to use innovative ways for furthering learning outcomes. The school leaders are open to new ideas, they are positively keen to foster the dynamism and creativity in the learning process. There exists vast untapped potential for fast forwarding progress by getting another billion or two of today’s bright minds hooked into the networks that are already allowing ideas to flow in novel ways.
Today innovation is not really restricted to organisations, and it is not restricted to countries, it actually flows down towards students through the medium of an unstoppable digital river. However, the advancements in technology are so incredibly fast that we cannot always be assured of a positive outcome. It is easy to be led astray in a world that is full of so many devices and solutions. Perhaps, it is true that in advancing the way our society in particular has, we have backed ourselves in a corner in more ways than one. We have to relook at the innovations in our education system.
The power of education
The rapid growth of China, India, Brazil and other emerging powers has dramatically altered the complexion of the global economy in recent years. Better education leads not only to higher in-dividual income, it is also a necessary, although not always sufficient, precondition for long-term economic growth.
The tech sector plays a leading role in the economic boom of the nations. It fuels the Internet and the many technologies associated with it. Likewise, the subsequent ‘tech bust’ is identified as a key contributor to the national recession. The production of high-tech goods represents a significant component of GDP.
We generally assume that the level of education in the society is a determining factor in the level of advancement, but the empirical evidence for the same does not exist. The connection between education and material prosperity can be regarded as hazy, at the most. The success of knowledge based systems lies in the quality and extent of the knowledge available to the system. Acquiring and validating large groups of consistent, correlated knowledge, is not a trivial task to achieve.
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