Effective Use of Digital Content for Secondary Education

1. Effective Use of Digital Content for Secondary Education RMSA Rajeev Katyal Director - Education

2. Secondary Education in India • Secondary Education -jumping board for a career and for higher education • 5.8 million do not continue to class 11 and 2.5 million do not continue to higher education • GER – 52.26 % at secondary and 28.54 % at higher secondary level • Drop 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 objectives • Secondary 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

3. Problem Growing every year Sources: MHRD; National Sample Survey Report No. 439 & 505: 12 MM Class 10 has 12.2 million students 3 Years of Higher Education Only 3.9 M go for Higher Education 130 MM 51MM 36 MM 12 M College Graduates Class 12 will have approx. 6.4 M 3.9 M Graduate every year Employability problem can be handled either DURINGschools and colleges OR can be handled AFTER college education Approx. 12 M getting added per year without Vocational Skills and looking for job Primary/Junior Higher Education Higher Secondary Middle/Senior 8.3 Mm Vanishing from formal education and scouting for a job 3.9 M college students looking for Jobs Source: MHRD High drop out rates increase need for vocational training for Employability

4. Objectives of Digitization in Education • Promote 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.

5. Where is India right now? A Reality Check on Gearing up for the 21st Century

6. Super-Connectors (BDD GenWorld 2006)

7. Educational Technology Use in the Strongest Economies Technology Counts 2004, 9

8. Stages for ICT in Education – A Framework

9. Where does India stand?

10. Where do we start? • First challenge is Access > expanding current secondary schools, upgrading upper primary schools, building new schools • Providing infrastructure within schools • Challenge 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 labs • Proposition is to have 10 PC IT labs with internet connectivity in schools • Emphasis on Digital Literacy and IT skills • Need more evidence of putting ICT in class rooms for curriculum • Many versions/ vendors available for providing ICT based curriculum • CIET/ SIETs gearing up • Make vocational training both a means of enhancing enrolment and quality of education

11. 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 on • Categorize schools into stages and make each school move up stage by stage • Option 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 C

12. Stages wise development of Digitization in Indian Education

13. 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, 2000

14. 21st Century Skills

15. 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

16. 21st Century Skills Framework • Components for 21st Century Skills for Knowledge Economy: • Core Subjects • Learning and Thinking Skills • ICT Literacy • Life Skills • 21st Century Content

17. Four pillars of Digital Content

18. Learning Gateway