RMSARajeev Katyal

Director - Education

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Effective Use of Digital Content for Secondary Education

Secondary Education in IndiaSecondary Education -jumping board for a career

and for higher education5.8 million do not continue to class 11 and 2.5

million do not continue to higher educationGER – 52.26 % at secondary and 28.54 % at

higher secondary levelDrop out rates reach 61.59 % by class 10, pass

percentage 68% at class 10 and 71% at class 12 level

Access and Quality the two objectivesSecondary schools within 5 km radius and

higher secondary schools within 7-10 km radius

Solving Access & Enrolment a Primary Concern – Universal enrolment by 2017

Quality General Education and Vocational Education two areas of educational attention

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Problem Growing every year

Primary/Junior Middle/Senior Higher Secondary Higher Education

130

MM

51M

M

36 M

M

12 M College Graduates

Source: MHRD

Sources: MHRD; National Sample Survey Report No. 439 & 505:

12 M

M

8.3 Mm Vanishing from formal education and scouting for

a job

Class 10 has 12.2 million

students

3 Years of Higher Educatio

n

Class 12 will have

approx. 6.4 M

3.9 M Graduate

every year

3.9 M college students

looking for Jobs

Only 3.9 M go for Higher

Education

High drop out rates increase need for vocational training for Employability

Approx. 12 M getting added per year without Vocational

Skills and looking for job

Employability problem can be handled either DURING schools and colleges OR can be handled AFTER college education

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Objectives of Digitization in EducationPromote the usage of ICT especially in Higher

Secondary and Secondary Government Schools including widespread availability of access devices, connectivity to the Internet

Enrichment of existing curriculum and pedagogy by employing ICT tools for teaching and learning.

To ensure the availability of quality content on-line and through access devices both in the private sector and by SIETs.

To enable students to acquire skills needed for the Digital world for higher studies and gainful employment.

Promote critical thinking and analytical skills by developing self-learning. This shall transform the classroom environment from teacher-centric to student-centric learning.

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Where is India right now?

A Reality Check on Gearing up for the 21st Century

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Super-Connectors

5

23

50

55

62

71

75

75

77

82

83

85

85%

0 20 40 60 80 100

India

Brazil

Mexico

Russia

China

Taiw an

Poland

USA

Germany

Australia

Spain

UK

France

(BDD GenWorld 2006)6

Educational Technology Use in the Strongest Economies

0

10

20

30

40

50

60

70

80

90

100

using computers at schoolseveral times a week

using the Internet at schoolseveral times a week

with an Internet connectionat home

with at least one computerat home

Percentage of 15 year old students ...

Per

cen

tag

e

USA

Japan

India

Germany

France

U.K.

Italy

Russian Federation

Brazil

Technology Counts 2004, 9 Technology Counts 2004, 9 7

Stages for ICT in Education – A Framework

Stages

Underdeveloped Developed Functioning Strategic Embedded

Vision No expressed vision to use ICT

•More stress on acquisition of ICT•No stress on use of ICT in learning

•Recognize use of ICT in learning•Careful budgeting for ICT

•Clear recognition of potential of ICT in learning

•Anticipates future developments inn ICT for teaching and learning

Teaching & Learning

•No curriculum integration of ICT•Teachers use ICT minimally•Few children have ICT skills

•Support for integration of ICT in learning•ICT replaces traditional methods superficially•Some children have ICT skills

•ICT led teaching in most curriculum areas•Many teachers use ICT in teaching•Many children have ICT skills

•ICT integrated into all areas of teaching and learning•Most teachers have ICT skills•Most children have ICT skills

•Regular debates on more effective use of ICT•all staff use ICT as regular instructional methodology•all children have high level of ICT skills

Administration

•no administrative systems use ICT•No use of ICT in children assessment

•Administrative systems exist in ICT but unrelated•Some staff use for recording assessment

•Integrated ICT based administrative systems•Many staff use ICT for recording assessment

•ICT in administration integrated to vision•Most staff use technology for assessment

•High order of integration in ICT based integration•All staff and students integrated in ICT based assessment

Resources

•Teaching learning spaces not designed to use ICT•impulsive procurement•zero access to networks•no technical support

•limited use of environment for ICT•limited planning for procurement of ICT•some access to networks•Inadequate tech support

•Some teaching areas created for use of ICT•discrete use of virtual environment•reliable access to networks•adequate technical support

•Most spaces support use of ICT in teaching•Procurement follows best practices•Efficient access to networks•Effective technical support

•Innovative designs for use of ICT•all contribute to virtual learning•innovative practices•specialist staff for support

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Where does India stand?Stage Underd

eveloped

Developed

Functional

Strategic Embedded

Vision

Teaching &Learning

Administration

Resources

21st Century

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Where do we start?

First challenge is Access > expanding current secondary schools, upgrading upper primary schools, building new schools

Providing infrastructure within schoolsChallenge of providing teachers> providing curriculum

knowledge> improving teaching skills> providing ICT skills> providing skills of ICT based teaching

< 1/3 rd schools out of total have IT labsProposition is to have 10 PC IT labs with internet

connectivity in schoolsEmphasis on Digital Literacy and IT skillsNeed more evidence of putting ICT in class rooms for

curriculumMany versions/ vendors available for providing ICT based

curriculumCIET/ SIETs gearing upMake vocational training both a means of enhancing

enrolment and quality of education10

What should Education Planners in India do?

Reality check of where we are and how do we proceed from stage to stage

Categorize schools/ states into stages and exercise the following choices;Bring all secondary and higher secondary

schools to one stage and proceed there onCategorize schools into stages and make each

school move up stage by stageOption A - Get a single IT lab in all schools for classes 9

to 12, where possible broadband, do only IT literacy and IT subjects for all children

Option B – Bring in vocational skills > life skills, communication skills > soft skills alongside IT skills

Option C – make a determined effort to get ICT into curriculum, smart class rooms at each class level in all schools, all teachers trained on ICT, ICT based pedagogy

Option A > Option B > Option C11

Stages wise development of Digitization in Indian Education

Stages Developed Functional Strategic Embedded

Vision Stress on acquisition of ICT skills by students in learning

•Introduce use of ICT in curriculum

•Widespread usage of ICT in curriculum

• Anticipate and imbibe future developments in ICT for teaching and learning

Teaching and Learning

•Teachers acquire ICT skills•Children follow an ICT curriculum for Digital Literacy and Advanced IT skills•Simple vocational skills taught using ICT

•ICT led teaching in most curriculum areas•Many teachers use ICT in teaching•Many children have ICT skills•Vocational skills in many areas taught using ICT

•ICT integrated into all areas of teaching and learning•Most teachers have ICT skills•All children have ICT skills

•Regular debates on more effective use of ICT•all staff use ICT as regular instructional methodology•all children have high level of ICT skills

Resources

•ICT labs and connectivity in all schools

•One smart class room for each class levels

•Each class a smart class room

•Innovative designs for use of ICT•all contribute to virtual learning

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The Global Agenda for Children: Learning for the 21st Century

In order for the world to survive and prosper in the new century, people will need to learn more and learn differently. A child entering the new century will likely face more risks and uncertainties and will need to gain more knowledge and master more skills than any generation before.

Shaeffer, Dykstra, Irvine, Pigozzi, & Torres, 2000Shaeffer, Dykstra, Irvine, Pigozzi, & Torres, 200013

21st Century Skills

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What is an Appropriate Solution? High quality, core-curriculum products correlated to

the CBSE syllabus in Maths, English, and science Various methods of classroom delivery: interactive

white boards, projector, computer lab, LCD TV Blended teaching approach: software designed to

be used in conjunction with teachers’ textbooks or directly with the syllabi

A management system for teachers and school administration (optional)

Interactive whiteboard tools and activities that supplement and extend classroom learning and which are designed also as standalone activities (classroom/maths lab/science lab)

Teacher training for ICT-led curriculum education

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Components for 21st Century Skills for Knowledge Economy:

• Core Subjects• Learning and Thinking Skills• ICT Literacy• Life Skills• 21st Century Content

21st Century Skills Framework

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Four pillars of Digital ContentThe Core Thinking and

Learning SkillsLife Skills 21st Century

Content

Literacy:

Language skills

Reading and writing

Foreign languages

Critical Thinking & Problem Solving Skills

•Leadership• Ethics

Global Awareness

Mathematics:

Numeric

Analytics

Application

Creativity & Innovation Skills

•Accountability• Adaptability

Financial, Economic, Business and Entrepreneurship Literacy

Sciences:

Applied / Life

Application

Innovation

Communication & Information Skills

•Personal Productivity• Personal Responsibility

Civic Literacy

Social and Societal:

History/Geography/ Environmental

Civics

Community Living

Collaboration Skills People Skills Health & Wellness Awareness

Economics:

Family/Community/Regional/

National/Global

•Self Direction• Social Responsibility

Arts:

Music/Drama/ Fine Arts17

Learning Gateway

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