ശ്രീമതി അരുണാ രത്നം അയച്ച മെയില്‍ സ്വകാര്യ സ്കൂളുകളിലെ നിലാവരത്തെകുരിച്ചുള്ള ഒരു പഠന റിപ്പോര്‍ട്ടിലേക്കുള്ള ശ്രദ്ധക്ഷണിക്കലാണ് .
യുനിസഫിന്റെ ഫീല്‍ഡ് ഓഫീസര്‍ ആയി സേവനം അനുഷ്ടിക്കുന്ന അരുണ, അറിയേണ്ടതും ചര്‍ച്ച ചെയ്യേണ്ടതുമായ് കാര്യങ്ങള്‍ എല്ലാ സുഹൃത്തുക്കള്‍ക്ക് മെയില്‍ ചെയ്യാറുണ്ട്. ആ അര്‍ത്ഥത്തില്‍ അവരുടെ പ്രതിബദ്ധത മാനിക്കപ്പെടനം .അരുണ അയച്ച മെയില്‍ അതേപോലെ കൊടുക്കുന്നു. (തുടര്‍ന്നുള്ള ലക്കങ്ങളില്‍ പഠനത്തിന്റെ കണ്ടെത്തലുകള്‍ ചൂണ്ടു വിരല്‍ പ്രസിദ്ധീകരിക്കുന്നതാണ് )
Dear Friends, colleagues and mentors,
Greetings. Apologies for group mail. This is the summary and link for the WIPRO-EI study - though it is on private schools, combined with ASER's study, the whole gamut of schools in our nation seems to do more disservice in the name of education..... with best wishes to all of you for a productive and prosperous 2012 regards, aruna
------------------------------------------------------------------------
Aruna Rathnam, Education Specialist
Unicef Field Office for Kerala and Tamilnadu,
35/17 II Main Road, Kasturiba Nagar
Adyar, Chennai 600 020
044- 4289 1114/1111
| Subject: | ![]()
Quality Education Study Findings |
Dear All
In the past year WIPRO and EI together have conducted a study on quality education in the top schools in some of the Metros (Chennai, Bangalore, Mumbai, Delhi & Kolkata) and the findings after the first year have been brought out as a study report. The key findings are shared. The complete study is available at the following link. http://www.wiproapplyingthoughtinschools.com/?q=qes
· The key findings state that even top schools in major cities in India suffer from the entrenched tendency to impart rote learning may have some shock value to those who believe that private educational institutions place greater emphasis on quality and holistic education. However, for those closely observing the school education scenario, it is a re-affirmation of a bitter truth: schools in our country are, by and large, quite far from seeing education as a process of learning with understanding, acquiring knowledge through self-discovery and conceptualisation; rather, education remains a mere transmission of information in a rigid classroom atmosphere, where the emphasis is on memorisation and the objective is to rush through a pre-determined syllabus and prepare children for examinations.
- · While on the scholastic side the WIPRO-Educational Initiatives ‘Quality Education Study,' which covered 89 schools, shows a fall in learning standards among students in classes 4, 6, and 8 over the last five years, it also flags a disturbing deficit of social sensitivity on the part of a sizable section of students.
- · As many as two-thirds of students, also from class 4, who were asked to state the length of a pencil — placed against a ruler — could not give the right answer.
- · Nearly half the students in classes 4, 6 and 8 thought the shape of a square object would change if it is tilted. And about 45 per cent of students in these classes seemed to believe that a spider has six legs, despite the arthropod being described or named as ‘eight-legged' in almost all Indian languages.
- · These findings are not based on responses from underprivileged children going to State-funded schools in rural areas. These are drawn from 89 of the country's top schools, each of which had a library, a laboratory and enough computers, and 93 per cent stated they had internet facilities. And 63 per cent of the parents of these children hold a degree, post-graduate degree or doctorate, and more than 41 per cent of the fathers were into their own business.
- · In a telling instance, 40-43 per cent of students in classes 4, 6 and 8 felt that education for a girl is not as important as her responsibility towards her family; and in another, nearly 60 per cent of students showed less acceptance towards immigrants from other States, as they felt that “immigrants have to conform to the State's traditions, take away jobs from natives and also are a source of communal disagreements.”
- · On the academic side, the performance of class 4 students was below international average, but by the time they reach class 8, they are on a par with the global average. And even here, it is due to doing better in answering questions that require straightforward use of techniques or learnt procedures and not those that tested their conceptual understanding. Another significant finding is that misconceptions acquired in lower classes continue in higher classes without any correction.
- · Drawing a correlation between the students' lack of critical thinking and their views on social issues, the study says, “Rote learning is often deceptive and passes off as apparent learning, but does not let students develop higher order thinking skills such as critical thinking, creativity and application. Students who do not develop these skills also will not be able to think rationally and discriminate between what is good or bad in various social and ecological issues being faced today.”
- · Responding to a question on HIV infection, nearly 40 per cent of students of class 8 either said HIV positive people should be avoided as one could get infected by going near them or that they should not be allowed to use public facilities such as pumps and toilets. Only 37.5 per cent said HIV positive people are capable of participating in everyday life like those with any other disease.
- · In a question related to citizenship issues, 18.6 per cent of students said they would vote on the basis of caste affiliation, while 60 per cent chose either a candidate who promised development or one who worked for the underprivileged.
- · In similar questions concerning the environment and traffic rules, the ideal answer that would show that students are aware of their civic responsibilities eluded more than half the students interviewed. Of course, the trend improves as one moved to the higher classes, but the study's authors feel that schools are not doing enough to address the problem. It was possible that the students are not evolving their own thinking and discrimination, or that they are mimicking opinions that society or their families may have on social issues. “Some of them indicate a bias that may over time grow into prejudices,” warns the report.
Recommendations:
- · The study recommends a large-scale awareness campaign among schools on notions of quality, as “while there may be many notions on what constitutes quality education, there is likely to be unanimous agreement in that schools should be places where students develop holistically.” It suggests a structured process of speaking to children and carefully listening to their answers to understand the thinking behind student responses to different social, cultural, civic and ecological issues.
- · Recalling that the National Curriculum Framework says education must promote and nourish a wide range of capabilities in our children such as the performing arts, painting, crafts, literary abilities and ability to bond with nature, the study says: “schools are not able to devote more than 19 per cent of school time to co-scholastic activities. Principals confirmed that while co-scholastic areas are very relevant, in practice, not much emphasis is placed on these in the curriculum.”
Based on the study a series of articles have appeared in mint highlighting the various issues which are available at http://www.livemint.com/articles/keywords.aspx?kw=Mint Education Series
Venkatesh Malur
Education Specialist
Unicef, India Country Office
# 73, Lodi Estate
New Delhi - 110 003.
Email: vmalur@unicef.org
Tel: 011 24690401 Ext. 167 ----------------------------------------------------------------------------------
NEWS REOPORTS
----------------------------------------------------------------------------------
Learning by rote prevalent in top schools too
K. Venkataramanan
IN THE CLASSROOM: Are children like them getting quality education in India? — PHOTO: K.R. DEEPAK
Among Mahatma Gandhi, Indira Gandhi, Rajiv Gandhi and Sonia Gandhi, who is still alive? Only a little over a third of class 4 students interviewed as part of a five-city school survey in India got this one right, with a small percentage saying it is Mahatma Gandhi. As many as two-thirds of students, also from class 4, who were asked to state the length of a pencil — placed against a ruler — could not give the right answer.
Nearly half the students in classes 4, 6 and 8 thought the shape of a square object would change if it is tilted. And about 45 per cent of students in these classes seemed to believe that a spider has six legs, despite the arthropod being described or named as ‘eight-legged' in almost all Indian languages.
These findings are not based on responses from underprivileged children going to State-funded schools in rural areas. These are drawn from 89 of the country's top schools, each of which had a library, a laboratory and enough computers, and 93 per cent stated they had internet facilities. And 63 per cent of the parents of these children hold a degree, post-graduate degree or doctorate, and more than 41 per cent of the fathers were into their own business.
The significance of this study is that it shows that even the country's top schools exhibit signs of rote learning. And in their formative years, children in primary and upper primary classes show “lower sensitivity” and “demonstrate lack of progressive thought” on issues related to gender equality, acceptance of diversity and in civic responsibilities.
In a telling instance, 40-43 per cent of students in classes 4, 6 and 8 felt that education for a girl is not as important as her responsibility towards her family; and in another, nearly 60 per cent of students showed less acceptance towards immigrants from other States, as they felt that “immigrants have to conform to the State's traditions, take away jobs from natives and also are a source of communal disagreements.”
On the academic side, the performance of class 4 students was below international average, but by the time they reach class 8, they are on a par with the global average. And even here, it is due to doing better in answering questions that require straightforward use of techniques or learnt procedures and not those that tested their conceptual understanding. Another significant finding is that misconceptions acquired in lower classes continue in higher classes without any correction.
The extent of the study
These are some of the findings of a ‘Quality Education Study' (QES) by Wipro and Educational Initiatives (EI), covering 23,000 students, 790 teachers and 54 principals from 89 schools across the country. While the study aimed at expanding the understanding of ‘quality' in school education and attributes of a sound learning environment, it has thrown up interesting insights into learning outcomes both in terms of scholastic performance and student attitudes towards various social issues.
Eighty-three ‘top schools' from Delhi, Mumbai, Kolkata, Chennai and Bangalore, as identified in a public opinion survey in 2006 by Wipro-EI as part of their ‘Students' Learning in Metros Study' in these five cities were chosen for the study. Six more schools, out of 10 identified by experts, as learning environments that needed to be included, were also roped in. These 89 had agreed to participate in the study out of 255 that the study team approached. A sub-sample of 16 schools was chosen for focus group discussions.
Another salient feature of the QES is that student performance seems to have fallen since 2006, when a study on learning in the metros was done. While 64 schools were common to both studies, students performed lower in QES, with the fall being more pronounced in mathematics (in both classes 4 and 6) and English (class 8).
On critical thinking
Drawing a correlation between the students' lack of critical thinking and their views on social issues, the study says, “Rote learning is often deceptive and passes off as apparent learning, but does not let students develop higher order thinking skills such as critical thinking, creativity and application. Students who do not develop these skills also will not be able to think rationally and discriminate between what is good or bad in various social and ecological issues being faced today.”
Responding to a question on HIV infection, nearly 40 per cent of students of class 8 either said HIV positive people should be avoided as one could get infected by going near them or that they should not be allowed to use public facilities such as pumps and toilets. Only 37.5 per cent said HIV positive people are capable of participating in everyday life like those with any other disease. In a question related to citizenship issues, 18.6 per cent of students said they would vote on the basis of caste affiliation, while 60 per cent chose either a candidate who promised development or one who worked for the underprivileged.
In similar questions concerning the environment and traffic rules, the ideal answer that would show that students are aware of their civic responsibilities eluded more than half the students interviewed. Of course, the trend improves as one moved to the higher classes, but the study's authors feel that schools are not doing enough to address the problem. It was possible that the students are not evolving their own thinking and discrimination, or that they are mimicking opinions that society or their families may have on social issues. “Some of them indicate a bias that may over time grow into prejudices,” warns the report.
The study recommends a large-scale awareness campaign among schools on notions of quality, as “while there may be many notions on what constitutes quality education, there is likely to be unanimous agreement in that schools should be places where students develop holistically.” It suggests a structured process of speaking to children and carefully listening to their answers to understand the thinking behind student responses to different social, cultural, civic and ecological issues.
Recalling that the National Curriculum Framework says education must promote and nourish a wide range of capabilities in our children such as the performing arts, painting, crafts, literary abilities and ability to bond with nature, the study says: “schools are not able to devote more than 19 per cent of school time to co-scholastic activities. Principals confirmed that while co-scholastic areas are very relevant, in practice, not much emphasis is placed on these in the curriculum.”
Some children are showing a disturbing insensitivity to social issues, says a WIPRO-EI study.
