Before the holidays, I spent a week in India and Japan where I had the opportunity to meet with many education leaders and partners in higher education and K12, including some students. I continue to see common themes around the globe, and wanted to share with you my experience and thoughts from the Eastern Hemisphere.
In India, they certainly see the value with regards to technology's impact, and the connection with regards to ICT and workforce readiness and creating new economies. I was impressed that India is starting to think about broader subjects and getting teachers trained more broadly…meaning India had a surge around technology with core ICT-based skills, so the population of students who most benefitted were those interested in going into computer science, engineering, etc…now you’re starting to see innovation and expertise around technology and transformation of those subjects bleed into core subjects like arts and history.
I think innovation has been happening in pockets and primarily focused on modernizing computer science, but they're trying to scale it out to core subjects as opposed to just the technology side, which I think is a good trend. With 1.2 billion people in the country, there are obviously huge scale and infrastructure challenges. We see this happening in other schools where one subject is advanced…like a 6th grade science class is modernized, and then you go into a social studies class and it’s completely unchanged. What India is starting to look at is what has propelled its’ success in one area and start to figure out what the root cause is so they can broaden best practices into other curriculum. I think that’s a good takeaway for folks -- it’s okay to innovate in one area, but then you need to break it down. That’s why you go to the critical question model…it’s not about the specific technology, it’s about what was the driver, what are you impacting, how did it connect, what was the change…and you can scale that…you can’t scale a 6th grade lesson for science, but you can scale the core thinking and what was being done in the classroom – a collaborative environment, the assessment methodology, etc. It’s about learning with technology as opposed to learning technology.
One highlight of mine while I was in India was participating in a student forum as part of the launch of Live@edu at Delhi Public Schools. The kids put a colleague of mine and me on the hot seat and asked us really good, smart questions…some on the environment, some on the features they like in Live@edu, etc…and had some thoughtful ideas on Live@edu, where it could go, what's going on, etc. Students were very focused on learning Live@edu features to help them collaborate better with other students and they were excited about the live video chat capabilities. They were very thoughtful about Live@edu integration with Office…the Web Apps functionality is very exciting for them as they have a lot of computer labs where they have machines without Office installed, but they want to be able to access and work with documents in Office…so this new technology will definitely be an enabler for them.
My experience in Japan was completely different.One of the things I saw in Japan was they are definitely looking to the U.S. for successful education models. Similar to the American Recovery and Reinvestment Act (ARRA) here in the States, they have something called the New Deal.
Japan has a huge challenge with regards to the birth rate declining due to the fact that more women have careers, fewer people are getting married and having kids. The higher education institutions kept saying, you know, because of the birth rate we have to be more competitive for students. So, this notion of competing for students is certainly something that's real in Japan because of the lack of quantity of students.
As part of the New Deal, parents get an allowance of $300 per student per month for supporting education and their kids to foster both the quality of the kids in the education system, as well as to encourage parents to have more kids. But one of the things from a technology perspective the New Deal is doing is outfitting classrooms and teachers. Every teacher is going to have a laptop and a projector in their classroom in Japan. So, they're betting on teachers first, which is really interesting…but the embrace of technology in Japan is still far behind other countries as the classroom environment is still very traditional.
I met with the superintendent of the Shinjuku-Ku Board of Education and talked about innovation happening in their schools, which is fairly progressive for Japan. What they are starting to do in Shinjuku-Ku is integrating that laptop and projector into a much more transformative curriculum approach. Most of what they are going to do with this equipment is to prepare the teacher to do the exact same thing that they’ve been doing for hundreds of years in Japan. And Shinjuku-Ku is looking to push it a little further and start to get into curriculum, design, insert it into more collaborative environments, more active classroom kind of work, which are very common things that we do in the US, but in Japan it is a bigger deal.
While in Japan, we also had good forum with university CIOs who are looking at a lot of the core trends that we see all over the world, such as virtualization to help save money and the environment. They're thinking about the potential of CRM to do a better job with regards to managing data, supporting alumni, student workflow and more…and they're increasingly using technologies like Silverlight to improve the look and feel of their systems, portals and other platforms.
Finally, I was able to help announce the first Education Alliance Agreement in Japan with the Institute of National Colleges of Technology, an organization called “KOSEN.” KOSEN is comprised of about 50 technical colleges with more than 60,000 students, faculty and staff. Microsoft Education Alliance technology programs and initiatives provide schools and teachers with affordable access to the best educational technologies and content. Our goal with these agreements is to enable students to benefit from the very best tools and content, support teacher planning, provide learning materials and professional development opportunities. It will be exciting to see how the colleges roll out programs such as DreamSpark, IT Academy and Imagine Cup…and I can’t wait to see how the students will grow and succeed.
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Previously the scholars and graduates did not show fondness to learn the <a href="tsbl.in/">business courses</a>. But at present the condition has completely changed and a many students enroll themselves to study these courses.
Delhi Public School is a progressive school dedicated to providing quality education for all its students.DPS is one of the best schools in India which provides opportunity and an encouraging environment in which children achieves their fullest potential.
The critical part of Indian public education system is its low quality. The actual quantity of schooling that children experience and the quality of teaching they receive are extremely insufficient.
In india whole educational years is dedicated to learning & speaking english.Our education system is not the technology driven it is drived by the Indian Education Act 1835 BCE by the britishers.In india if you don't speak english well then its the matter of shame.Time to change this rotten system which produces only professional for Services Industries.Science independence we haven't got any novel prize for any research work in india.Its a wake-up call.hope sibbal is reading this.......
In India, Now-a-a days the education system quality is going down.
Not really true.. Education in India is improving than previous years. Govt. Should be more flexible to invest money to increase the literacy rate and decrease the early school dropouts.