‘BHARATIYA SHIKSHAN: Reshaping the Indian pedagogy post-COVID-19’
by: VEDIKA BANSAL
The official announcement of the national lockdown has enabled people to reflect upon their lifestyle or daily routine and alternating it to lead a healthier and disciplined life. The news on the improved water quality of the Yamuna river or the visibility of the Dhauladhar mountain range after 30 years from Jalandhar is the result of decline in pollution levels. This positive environmental change highlights the importance of transforming the reckless view of Humans on treating the environment. With the COVID-19 pandemic, a significant change in education has been caused. India follows a very conventional educational system where the teacher imparts theoretical knowledge in a classroom setting. This student-teacher interaction is the fundamental source of knowledge for the students. Thus, with the declaration of lockdown, the sudden shift from the chalk and board teaching method to online digital platforms were registered by a sense of bewilderment by the teachers and the students. According to UNESCO’s estimation, about 321 million Indian children were asked to stay home. And the students were advised to switch to online learning platforms, but this option did not seem to do justice since a majority of the students did not show a proficient digital literacy. “According to the National Sample Survey Education report, just 20 percent of Indians above the age of 5 could use the internet, and only 24 percent of families had the facility and these trends vary across states, and are even worse for rural areas.” Disorder in the normal functioning of Indian education amidst the pandemic has brought to light the paucity of a multi-pronged strategy for managing the crisis. It encourages the educationists to build a resilient education system in the long term. Thus, post the pandemic, India should direct its efforts towards consolidating internet connectivity across rural India. Towns and villages should be digitally connected to effective interaction between the students and teachers. Besides improving the accessibility of education, restructuring the curriculum and making it more research-oriented or which involves applicable learned theory into practice is vital. It is often claimed by the oversees employers that the candidates appointed from India usually lie in a professional skill set. This lacking behind in skill set arises as Indians limit themselves to theory and grade-oriented mentality. The intellectual attributes that true professionals should own include critical thinking, decision making, innovation, leadership, problem-solving approach etc. which can be developed via self-learning. Dr. Francisco Marmolejo who is an advisor to Qatar Foundation in India stated that higher education should be designed in such a way that it encompasses characteristics such as flexibility, innovation, reduced risk aversion, collaborative and international recognition but should also have a local connection. The faculty plays the most important role in such a system. True international engagement is brought about by curriculum integration and active participation by the faculty.
During the crucial time of the pandemic, India needs to realize the importance of digital learning. If something like this pandemic arise in future, then students need not to deal with their career. The pandemic has created an opportunity for Indian education to reach its highest potential and remain focused on the goals in imparting the best education in the future.
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