Innovation in Edu. Sys and Exam Reforms Essay
Innovation in Edu. Sys and Exam Reforms
As it is a human nature to think about verity in each and everything in our life. Being a human it’s our joy to thing on this matter. We have changed our life style also according to our comfort. As the generation is growing it is necessary to do according innovation in education also so our coming cohort shall continue acquiring through education.
As we commemorate our past people use to go to the guru for knowledge and learn the skills and activities from him. But at that time it is strongly believed if the person who is belonging from the respective field will continue with that only after the completion of his school. We can say the child of king will be a king after his father, a child of farmer will be the farmer, child of tailor will be a tailor etc.
After the arrival of British rule (1700 Ad) on India the whole system got changed drastically. Now whatever we are learning is under the education system of western culture. We will discuss it in quiet deep in the project.
As our work is not ending over here we have putted effort in the examination reform also. The present system of examination encourages the habit of cramming. Now a day we are even able to give and take examinations online through satellite and with the help of internet. We will discuss this topic more deeply in the project. Innovation in Education system
For India to get transformed into a developed nation in 2020.Education is an important component. Our education policy should ensure that India is transformed into a developed nation ……Good teachers could generate enlightened minds and instill confidence and will power in students to help them realize their dreams. It is important to ensure that teachers will provided with all facilities so that they can impart proper teaching to students. Importance of Education:-
Education is one of the most important factors in achieving the developmental goals of the country. It is an investment in the human resources. If the fruits of education have to reach the common man, it must be adequately and properly administered.
In the present age of science and technology, it has been increasingly realized that one needs to be educated not only to become a better man and better social being. Education has come to be recognized as the main instrument of socio economic changes. That is why it has been rightly said that the destiny of a nation is shaped by quantity and quality of students coming out of schools and colleges. A New trend In Education:-
E-Learning fosters independent learning. The use of E-Learning in educational activities in various fields has introduced new methods to enhance and transform teaching and learning. E-Learning provides individualized attention to the students. Internet and a vast array of digital resources and content are used for the purpose. E-Learning provides vast information required for independent learning to students which otherwise is not available in the traditional facilities of classroom. E-Learning increased the quality of teaching, learning in the form of vast resources available to them. Independent learners can now learn differently according to the difference they possess.
In underdeveloped countries-learning can raise the level of education, literacy and economic development. This is especially true for countries where technical education is expensive, opportunities are limited, and economic disparities exist.
The biggest advantage of e-learning lies in its ability to cover distances. For an organization that is spread across multiple locations, traditional training becomes a constraint. All trainees need to come to a classroom to get trained. Additionally, the trainee’s learning pace is not addressed as all trainees are treated as having equal abilities and there is little flexibility in terms of timing and completion of the course.
Ways of teaching and learning:-
Curriculum: Fundamental modifications to the curriculum often took the forefront and corresponded mostly to the challenge of catering for individual learning needs. The key words were “openness” and “flexibility”. People wanted a more open, broader curriculum providing flexibility so as to give real choices. Development of teachers: Suggestions for changes in the development of teachers mainly responded to the Challenge about training and providing support for school staff. Key concepts here were collaboration, professionalism and experimentation. Creating and managing flexibility: Once again, as with many of the points raised here, the question of creating and managing flexibility was linked to the challenge of catering for individual learning needs.
Flexibility was seen in terms of time, place and learning content. Other changes: Amongst the other changes proposed, areas covered included: the provision of resources for disadvantaged areas; broadening the range of learning resources and providing access outside school via various devices; opening school, as a privileged place of learning, to the local community, to industry and to the wider world; developing distributed leadership with greater autonomy for head teachers who should take the lead in teacher development; qualitative research to explore the learning process and results of these experimental practices initiated in teacher training courses.
Role of ICT in Innovation:-
ICT is put to in seeking to change education. ICT is seen as a vehicle for Collaboration and contact with others at any time and place, enabling, for example, communication between parents and authorities. ICT is also seen to extend both the scope of communication but also the role of students, enabling them to collaborate and communicate with learning partners and become decision-makers in their own learning. Tools such as blogs, wikis and pod/video casting are proposed to support flexibility by working online and making communication, edition and publishing easy across the world. ICT is also seen to encourage and help teachers by providing dynamic, easily accessible guidance and communication resources whereby they can find support and communicate with coaches and colleagues. Finally, several people pointed to the increasing use of ICT to support social networks and the potential use of these for learning. Challenges to be addressed:-
Disconnect between skills provided and skills required by the industry Revision of course curricula lags behind the need of the industry Out-dated machinery/ tools and technology
Skill demand of Services/ Unorganized Sector are largely unmet Unsatisfactory employability of trainees because of poor quality of training Shortage of trained instructors and low instructor training capacity in the country Low prestige attached to vocational training
Critics to our education
Indian Education is although cheap in the world but still a common man today in our country cannot send his ward to a good institute. Examination schedule::we will study for almost 1 year (7 months in engineering). The problem is our paper wills evacuate by a lecturer with in 1 minute, because he will get more money by correcting more papers. Grading of on student is given by calculating the marks obtained in exam which is evaluated in less than 1 minute. I think it is not correct that the of already stated concepts or formulas in text book has to rote students and copy it in exam to get marks in exam. Of course, it’s important to know it. But his capability can judge by his research done on it, his opinions, ideas based on concept what is in text book. Our syllabus will not update forever.
In our society it is believed, that who got high percentage, they are super brilliants.
I think second class, third class grades in engineering should cancel. Because nearly half of the students in colleges belong to that category, which is not eligible to so many companies, some government jobs, and the most society will see them as losers. HE confidence will totally smash by experiencing these situations.
Introduction to Education Reforms
Our entire education system is centered on examinations.
Evaluation means to conduct the examination and to give marks and ranks to students. Student’s knowledge is often limited to by hearting and reproducing the same in the examinations. There is no uniformity in evaluation. Different types of evaluation systems are prevailing in different Boards i.e. Government, ICSE, CBSE etc. There is no flexibility in the conducting of tests. It is rigid Board examinations are only helping in classifying students as meritorious and slow- learners i.e. in turn pass/ fail this leads to unhealthy discrimination. The tests and examinations conducted at present are only testing the memory power of the students; they are not measuring the higher order skills of learning.
The examinations are mechanical Correcting and posting of marks is done routinely. There is no scope for remedial teaching and testing to know how far a student is lagging behind. Examinations are not helping in assessing the all-round development of the student that is co- curriculum social personal qualities and health status and also they are not helping to testing their level of competency.
Reforms proposed in the examination system
To follow what is espoused in RTE 2009. Evaluation should have a broader framework and it should not be limited to examinations alone. Exams should include student’s displays, projects, seminars, collection of information and reports. The examinations should not create fear or stress to the student Evaluation should be continuous and comprehensive and it should be the part and parcel of daily teaching learning process. It should not restrict to rote – memory. When construction of knowledge becomes primary in curriculum the evaluation should be continuous and comprehensive i.e. along with the teaching – learning process. The assessment should be based on day to day activities.
The examinations should not be restricted / limited to writing but extended to assessment tools like observation, discussion, note- taking / recording, collection of opinions etc. the assessment should not only be teacher – based but also on peer groups, parents and other.
The day to day teaching learning process depends on the experiences of the children. So student’s participation should be there in this teaching – learning process. Their knowledge, understanding and their application skills should be assessed. Therefore the teachers can record this information in their teachers’ dairies and manuals.
There should be co- ordination among learning evaluation and objectives. Students note books, their written exhibits and all their other objects should be treated as assessment tools. For self- evaluation of students, quality remarks check – list should be utilized. There is no need to test all the teaching items taught in the classroom. But only some important items must be checked comprehensively at random. After evaluation action plan should be prepared for improvement of the child. Reforms suggested in examinations
Examinations are a part of evaluation system.
Instead of 3terminal examinations, 2 should be conducted.
A test is to be conducted after completion of every unit.
The most important item in the test is the nature of questions. They should be above the level of rote- learning. The open – ended questions which allow the students to think and write and express their views on their own should be given importance. To evaluate these questions the indicators should be prepared. Entrance examinations and Board examinations are to be abolished. Teachers are to be encouraged to prepare their own question – papers to conduct examinations. In –service training programmes should conduct for teachers to develop their ability to make question papers innovatively. They must be given adequate skills to prepare Question – Banks.
Open book system is to be introduced for languages and social studies. The same test paper is to be used after re – teaching and relearning for slow –learners /non achiever. Evaluation in co- curricular activities like art and games
The tools/techniques like rating scales, checklists, observation techniques, interviews are to be used to assess the co-curricular activities like physical education, social, personal qualities, art, games, health and sports. The same things should be recorded in the progress reports of the students through grades. The school-implemented activities like wall- magazines, student dairies and teacher dairies and teacher dairies are also to be evaluated.
After conducting the examinations the students progress is to be communicated to their parents as per the RTE Act 2009 children’s’ progress and achievement should also be displayed online. The Central Board of Secondary Education (CBSE) in consultation with the Ministry of Human Resource Development and keeping in view the spirit of National Policy of Education, 1986 has decided to introduce the following education reforms:- There will be no class X Board examination i.e. 2011 for students studying CBSE’s Senior Secondary Schools and who do not wish to move out of the CBSE system after Class X. The students studying in CBSE’s Secondary Schools will, however, be required to appear in Board’s external examination because they will be leaving the Secondary School after Class X.
The Continuous and Comprehensive Evaluation has been strengthened in all CBSE affiliated schools i.e. October, 2009 in Class IX. The new Grading System has been introduced at Secondary School Level (for Class IX and X) effective from 2009-10 academic sessions.
The Right of Children to Free & Compulsory Education Act 2009 has been enacted, which envisages significant reforms in the Elementary Education sector especially with reference to admission, attendance and completion of elementary education by all children in schools which conform to specified norms and standards.
Appropriate policy reforms in the higher education sector have also been undertaken, Section 6 of the Central Universities Act, 2009 provides for academic reforms in newly established Central Universities. The reforms are being extended to other Central Educational Institutions also. Exam reform: Why is it needed?
Because Indian school board exams are largely inappropriate for the ‘knowledge society’ of the 21st century and its need for innovation problem-solvers. Because they do not serve the needs of social justice.
Because the quality of question papers is low. They usually call for rote memorization and fail to test higher-order skills like reasoning and analysis, let alone lateral thinking, creativity, and judgment.
Because they are inflexible. Based on a ‘one-size-fits-all’ principle, they make no allowance for different type of learners and learning environments. Because they induce an inordinate level of anxiety and stress. In addition to widespread trauma. Mass media and psychological counselors report a growing number of exam-induced suicides and nervous breakdowns. Because while a number of boards use good practices in pre-exam and exam management there remain several glaring shortfalls at several boards. Because there is often a lack of full disclosure and transparency in grading and mark/grade reporting. Because there is need for a functional and reliable system of school-based evaluation.
It should be clear from above that the system needs serious re-examining. Whatever changes taking place in the current system are desirable but not worthless. It should be spread over all the corner of the country not only to the metro and developed area. It is acceptable that the process is quite slow but the results are fruitful.
We have seen that the advantage of development and innovation is not just limited to the learner but teachers also. So the changes implemented by the government must be communicated well, If the fruit is hidden in leafs, then it is of no use.
New trends in the learning process are too good for the new learners. Moreover, they are entertaining, attractive, expectations of every students, perfect for the one who want to learn, and helpful to the teachers also in holding the attention of students.
New reforms in the examination are also one of the areas under the focus of education expansion and innovation. However, there are many critics in the minds of people but they are natural, whenever there is difficulty before the face of one s/he will try to criticize the parent of that problem.
We are finding many new ways to reduce those critics by developing many new methods of examine the talent in our new generation. Moreover, that the new reforms in examination have given its contribution in saving strategy also. As the pattern of paper is so simple to solve out and check out too, by that it saves time, energy, and resources also.
The concept of online examination is the best innovation in this field. Students can give exams without any long procedure of filling forms and submitting it. S the best example of it.
* Alan McCluskey Chairperson of EUN’s Policy and Innovation Committee Researcher at [email protected], Fribourg University Editor of Connected Magazine * Information was given by the Minister of State for Human Resource Development Smt. D. Purandeswari, in the Rajya Sabha. * (Source: National Council of Education Research and Training, Education Reforms 1.1 p. 1) * References:
 Ren Changrong. Test mode for computer-related curriculum reform of [J]. Fujian computer, 2008 (2:186-187).  Jiang major Contemporary German vocational education and teaching the mainstream thinking of [M]. Beijing:
Tsinghua University Press, 2007.  Jiang major. New Theory of Vocational Education research [M]. Beijing: Higher Education Press, 2007.  Xiao Kun, Luo Yongwu. Employment-oriented “recursive method” to build the vocational curriculum [J]. Vocational Education Forum, 2005 (18:29-30.  Connor. Vocational education feasibility test mode countermeasures [J]. Modern-commerce industry, 2009 (3:203-204.
University/College: University of Arkansas System
Type of paper: Thesis/Dissertation Chapter
Date: 13 October 2016
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