Lead In:
For a country that aspires to become the growth engine of the world, and an economic superpower, it is imperative that largest part of the population –the youth- are trained to meet the challenges of the international business and market. When one considers this, it seems to be a worrying scenario for India because the youth we are turning out as graduates are barely employable and children studying in school fail to catch up in basic reading skills and arithmetic. Education in India is never a simple affair because India is a vastly diverse country with its people speaking different languages and hailing from different backgrounds-economic and cultural. However, they all require to be united for the vision of economic superpowerdom because unless the country moves in the same direction with the same goals, it would not be possible to translate it into reality. Education has the responsibility to do it and equip the young minds with the requisite skills and competencies that the world demands today. In India, education policy leaves a lot to be desired because we do not take the global best practices into consideration while planning country’s education. For instance, if internationalization of education is the order of the day, schools in the country should work toward competing in terms of PISA and for this, teachers have to be trained and students have to be equipped to perform in terms of these global parameters. When that happens at a large scale, in fact at a national level, India will figure somewhere in top 10 in the list of countries with respect to PISA rankings. It is remarkable to note that the countries which are doing well today in PISA rankings are unlikely but deserving countries such as Finland, Singapore and South Korea. The Times of India remarked about Indian scenario in 2012: India’s poor performance in the Programme for International Student Assessment (PISA) tests (India ranked 71 out of 73 nations) sparked a raging controversy about the adequacy of our education system. The fact is that in India we are still, by and large, trapped in the paradigm of teaching “content”. All over the world (including China), the shift has been towards teaching “skills”, that are necessary for making a truly global 21st century citizen. (The Times of India, Oct 09, 2012) For such ‘truly global 21st century citizens’ to emerge from our classrooms, it requires different pedagogy, curriculum, technology and infrastructure. But it would be ideal to assess where we actually stand in the school education scenario.

The National Scenario
The ground reality is that more than half of all children in Std. V are at least three grade levels behind where they should be. In 2010 nationally, 46.3% of all children in Std. V could not read a Std. II level text. This proportion increased to 51.8% in 2011 and further to 53.2% in 2012. For Std. V children enrolled in government schools, the percentage of children unable to read Std. II level text has increased from 49.3% (2010) to 56.2% (2011) to 58.3% (2012). (ASER 2012) There is some more pain for those concerned regarding education when one considers that the percentage of all children enrolled in Std. III who cannot read a Std. I level text has increased steadily from 53.4% (2009) to 54.4% (2010) to 59.7% (2011) to 61.3% in 2012. The percentage of all children enrolled in Std. III who cannot read a Std. I level text has increased steadily from 53.4% (2009) to 54.4% (2010) to 59.7% (2011) to 61.3% in 2012. For children enrolled in government schools, this figure has increased from 57.6% in 2010 to 64.8% in 2011 to 67.7% in 2012. In 2010, of all children enrolled in Std. V, 29.1% could not solve simple twodigit subtraction problems with borrowing. This proportion increased to 39% in 2011 and further to 46.5% in 2012. Barring Andhra Pradesh, Karnataka and Kerala, every major state shows signs of a substantial drop in arithmetic learning levels. The proportion of all children enrolled in Std. V who could not do division problems has increased from 63.8% in 2010 to 72.4% in 2011 to 75.2% in 2012. In rural India as a whole, two years ago about two thirds of all children in Std. V could not do simple division. In 2012 this number is close to three fourths.

In India, education policy leaves a lot to be desired because we do not take the global best practices into consideration while planning country’s education

As far as English is concerned the picture is as grim or even worse. In ASER 2012, children were given a set of simple English reading and comprehension tasks. Across rural India, 48.9% children enrolled in Std. V could read English words or more, and 22.5% could read simple English sentences. Among all children enrolled in Std. VIII, 47% could read sentences. It is these children who graduate from schools to colleges and universities for higher learning and one can imagine the woes of the teacher and taught with this kind of grooming in schools. No wonder why our graduates do not come across as skilled and readily employable. It is beyond doubt that the poor performance of our graduates is inextricably linked to their skilling in school. Hence, it is fair to conclude that the root cause of our plight in higher education and resultant lack of skilled manpower and entrepreneurial talent lies in the substandard schooling. It is also fair to conclude that if India works hard at school education, it could all be turned upside down.

Station-e: Complete Skills Solution for Schools
Considering the dire state of key subjects and skills like Mathematics and English, Station-e has evolved the Complete Skills Solution for School which caters to the needs of training students for Vedic Mathematics and Communication Skills. It also trains the students for computer skills because it is fundamental to the access, and enables them for the digital ways of the 21st century education and workspace. It is significant that we bring Vedic Mathematics back because it will enable students to generate interest in Mathematics and sharpen the mathematical ability of students in the Indian way. The module on Vedic Mathematics can make a vital value addition to the school experience of a student and equip him/her with the ability to deal with the challenges of a subject like Mathematics. It is stating the obvious that the students find it difficult to catch up with the communication proficiency in English at undergraduate and post graduate levels and school students are much more receptive to language skills.

Station-e has evolved the Complete Skills Solution for School which caters to the needs of training students for Vedic Mathematics, Communication Skills and Computer Skills

Moreover, language skills incorporated into the education experience of school students would enable them to pursue more ambitious career options more confidently. During school years, if students are initiated into communication skills in English, they will be equipped with the language of access, opportunity and upward mobility and it will render them far more effective in pursuit of higher studies in India or abroad which is conducted entirely in English medium. There is another aspect to education that is inextricably linked with access and 21st century ways of knowledgecomputer skills. Students who are good at computer skills are enabled to operate in the digitally defined world of today, and those do not take it seriously find it difficult to spare time and energy later on from their demanding years of higher studies. Secondly, like language skills, students need to work on computer skills in the early stage of their education because it is not easier but it is also more advantageous in their studies and growth as 21st century students. A comprehensive skills repertoire for schools is one-stop solution for all that is required to be integrated into school education- Vedic Mathematics, Communication Skills and Computer Skills to prepare them better for challenges of school education and enable them to develop skills essential for increasingly competitive world of higher studies. Station- e Complete Skills Solution has been conceptualized to address the issue of school education with respect to equipping our school students to compete at national and international levels so that we find our rightful place in not only in PISA ratings but also subsequently in higher education ratings, and any other rating that may pose a challenge to the young Indian minds.

Author
Dr. Haresh Tank is Director, Station-e Language Lab. In the capacity of Director, he is in charge of conceptualizing and operationalizing initiatives with a special focus on Skills Development. He holds a doctorate in Statistics and is a noted Statistical Analyst. He was also nominated for Young Scientist Award. With a passion for teaching and contributing to the society, he continues to serve as Associate Professor in Statistics. As a Director, Station-e Language Lab, he has initiated several projects in the realm of Skills Development with Government and private companies.

By Grace Pinto, Managing Director, Ryan International Group of Schools

How has the education System in India changed over the years?

India can still boast of tremendous growth and incredible paradigms in the education space. The 21st Century technology- driven society has challenged the present education system in India. Integration of technology into teaching has challenged all educators to be in tune with the latest trends and to establish technology-based standards for students, teachers and administrators in K-12 classrooms.

How has Ryan group brought about some instrumental changes in education through their schools?

Our overarching goal has been to provide quality holistic education. We have been in tune with the changing times and work with leading academicians and specialists to design our curriculum and delivery to maximize its effectiveness. We schools operate under various boards – CBSE, ICSE, ISC, SSC and HSC. We also have schools offering education under the IB (International Baccalaureate) & IGCSE (Cambridge) curricula. Our teaching methods ensure a strong conceptual understanding and academic rigor which enable our children to perform exceedingly well in various exams, including the board exams. Our assessment methodologies stress on individual attention and ensure high performance. We pioneered the concepts of ‘no examination and usage of assessment’, ‘no home work’ and the “grading assessment pattern” which have now gained broad acceptance in India.

What are the future trends which will change the education system in India?

Digitisation has pervaded almost all industries and education is no exception. While technology improves multi-tasking abilities and provides the latest global views and opinions on the subject matter, it is will be important to provide proper guidance to the students or else it can also hamper students’ growth as technology tools can be disruptive in nature.

What is your take on the role of policy makers in shaping up the education space?

Over the decades, the efforts of policy makers have urged various institutions across the country to embrace change and implement policies to make education more engaging and meaningful. However, the policy makers at all levels might consider following a collaborative approach that includes academic rigour combined with strong experiential learning, which the key for future employability and successful careers.
Policy makers and heads of various educational institutions should:
• Create an engaging, motivating, and intellectually stimulating learning experience.
• Provide learning experiences that develops not only employable but who can make a difference as socially and ethically responsible global citizens.
• Enhance student engagement and learning through effective integration of latest developments in education.
• Continuously improve teaching practice/ methodology through professional development and training.
• Emphasise holistic and collaborative education with involvement of teachers, parents, administrators, and community members.

What are the challenges and prospects in the education sector?

Like all segments, education also has its positives and challenges. With privatisation of the education sector, there is much competition. It is becomingly increasingly important to develop in this segment of education and innovate and be progressive in approach, fine-tuned with the changing trends in global education and leadership. The ground realities do indicate the need for more educational institutions to meet the demands of the growing population. Those who are willing to invest in this sector need to provide accessible quality education at K-12 schools, tertiary education, primary education, secondary education, higher education, international studies and so forth. While the Indian education sector offers plenty of opportunities, educators need to be focused on an integral vision and being anchored to the true essence of education in giving access to the right of education to every child is the core value of being in education.

Education at Doon Public School epitomizes exigent, engaging and inevitably satisfying curriculum incorporated with co-curricular activities so as bring the innate potential of the child to groom him to face the challenges with zeal and zest. The aim of education is to make the school a rewarding journey which makes them the leaders of tomorrow who can shoulder the responsibility infused with immense confidence and commitment.
We believe education is an ongoing process and are committed to develop students’ knowledge, skills and passion for learning while expanding their horizons and exposing them to different cultures and ideas from around the world. Internationalism is at the core of the school’s education system : it’s what makes us unique. The British Council has introduced a unique Connecting Classrooms programme, which nurtures global citizenship through a range of online and offline activities undertaken by the teachers of our school. Our curriculum emphasizes global mindedness along with the academic excellence. As career opportunities increasingly hinge upon the ability to navigate a global economy, our school equips the students with the skills and experiences required for success at top universities and beyond. Year round international activities merged with the different subjects involving more and more students in the international work makes the teaching learning process truly immersive.
The significant and worthwhile changes in the teaching practices. The teachers of the school keep updating their skills by attending workshops so as to arm themselves to keep abreast with the changing times. They also attended a session by British Council to discover various online courses available for teachers for Continuing Professional Development. There has been a paradigm shift in teaching and learning where our primary concern is education for life that is imparting education embedded with life skills in order to combat the rigorous and cut throat competition in every field that requires not only the bookish knowledge but skill based education. Aptly said by Alexander the Great, “ I am indebted to my father for living but to my teacher for living well”. Proving to the adage, stands testimony, the sound and conducive student friendly environs in the school which help to shape the future of the students, their institution and faculty. The student whose mind holds a curious medley of miracles feels proud to be a part of the school where he gets a pristine platform in mentoring by the teachers. school provides ample opportunities to the young minds with global standards of education and makes them part of a global community.
The school has set new benchmarks by taking initiatives to lay down novel ideas and ideals. We are the First school in India to have Computer Aided Teaching and Learning through Smart Class using Plasma Screens with Smart Assessment System (SAS ) in all the classes. The ‘Biotechnology Lab’, with the facility of ‘tissue culture’ and the ‘Language Lab’ are one of their kinds. Our school in partnership with Scholastic India Pvt. Ltd has also initiated the Scholastic Reading Inventory for the students which is a reading comprehension test that assesses the child’s reading skills using the Lexile Framework for Reading. The SRI is an online computer –adaptive assessment that adapts to the child’s ability. There has been a complete metamorphosis in the concept of teaching which is extraordinarily visible in our schoolbased teacher education programs, which have been created to rethink the relationship between theory and practice imparted by them. We bring about

Sports and academics are the two sides of the same coin

Pedagogy – Keeping the teachers abreast with the latest knowledge sharing platforms and ensuring free flow of knowledge in the class gives us a cutting edge in being toppers in a competitive world.

Infrastructure – Infrastructure forms the core for any institute to implement all its growth plans. Increase in strength led to construction of 40 new classrooms and state of the art science laboratories. Four new computer labs and English lab have been built. We have a Wi-Fi campus with 8 Mbps leased line, we provide tablets to teachers. We have also installed two squash courts of international standards.

Teachers’ Training – A well planned approach is adopted which kick starts with orientation programmes at the start of academic session followed by focused modules on each subject taught by specific teacher to soft skills development for improves personal interactions. There are add-on programmes which are thoughtfully included throughout the year when initiated by CBSE or well acclaimed forums.

Technology – Teachers use Tablets to teach and this indeed keep them well informed connected and updated with the latest in education. Interactive website throws open the school to parents. Online admissions, voice circulars for parents, online testing centres, online leave application for students, calendars custom made for each class and attendance intimation to parents is done with the help of internet.

Sports – At primary level all students are allowed to play the game and based on their individual interest and strength take it further to the next level.

Teacher is a dispeller of darkness

Pedagogy – We have done away with the old pedagogical methods. We have introduced ICT in our school to meet the challenges of the 21st century. Through language lab, communication skills of the students are improved. In order to make our teaching transparent and effective, the question papers are not set by the concerned subject teacher. Infrastructure – Excellent green boards and interactive boards have been installed replacing the old ones. Latest technology has been incorporated in the education system. The school library has a vast collection of books and we subscribe to a number of magazines and newspapers.

Teachers’ Training – We often organise lectures for teachers on different subjects by experts in various fields. Teaching workshops and seminars are also organised. Teachers are also sent to attend the workshops organized by ICSE.

Technology – Our school took the initiative to introduce ICT based education in schools in our area. Smart classes, computer lab with internet facility, Wi-fi campus and English language lab have also been introduced in our school.

Sports – We lay special stress on sports development. We regularly conduct sports competition in our school. Our students have won many awards in different competitions at district, zonal and state levels conducted by ICSE.

The biggest challenge of our school and most of the other schools is teachers training. It is very easy to train someone to perform a skill but it takes real efforts to inculcate your vision and belief in someone

Pedagogy – The pedagogy enables students to search, understand and critically appraise a topic and boil it down to knowledge. This pedagogy found its roots in ‘Hole in the wall’ developed by TED prize winner Prof Sugata Mitra.

Infrastructure – It’s very important for us to give students an infrastructure which provides them with an environment which can foster learning. We have built digital classrooms for students to enable them with the power of technology; one of the unique features which our school has is iPad Lab for students of pre-primary and primary which increases the level of interest of students and makes learning fun. Sports and extra-curricular activities are given equal importance.

Teachers’ Training – We have designed a three week induction training module for those teachers who join us. This module starts with the basic use of technology, use of developed pedagogy and extends to advanced levels of students assessment. The aim of this training is to train our teachers on how to improve the learning abilities and outcomes of student. Apart from the induction training there are two discussion forums every month where teachers would share their views on improving the teaching techniques using technology.

Technology – The most important thing that technology has blessed our students with is the power of verification. Students can always grasp what the teachers teach and verify, analyse and learn later at their own convenience. This helps student to have a deeper understanding of the subjects taught. Student have the freedom to learn what they want and when they want, they can play – pause – rewind – replay.