Innovative Schools and Best Practices in Education
- Academic faculty – ATIs, State Innovative Councils, National Training Institutes, Central/ State Universities
- Government – District Authorities, State/ Central Line Ministry Officials, Headmasters/teachers of Govt. and aided, non-aided schools, Education Officers (Directors, Joint Directors, Dy. Directors & Asst Directors, Project Directors, Project Officers DEOs, BEOs, Samagra Shiksha Officials)
- NGOs, CSR Foundations, CSOs & CBOs
- Principals/faculty of schools
- Elected representatives
- Students & Research Scholars
Centre for Innovations in Public Systems (CIPS)
As we know, the purpose of education as advocated by Mahatma Gandhi is "Education" is For Life, Through Life and Throughout Life. Education is the training of body, mind and spirit i.e., effective training of intellect (head), emotional aspects (heart and soul) and physical body (hands). The very purpose of school is holistic development of children. The right kind of education will liberate and emancipate the masses. The curriculum and pedagogy must address the intellectual, social, emotional, physical developmental aspects of the individual. Education is the basis for the development of character.
If we examine, the current practices of schools and institutions shows that most of the schools are preparing children for examinations. There is huge competition being infused among the children rather than cooperative and collaborative learning with a focus on- learning through activities, discovery and exploration in a child friendly and child-centered manner. The curriculum delivery practices are to focus on the development of 21st century skills like cooperation, coordination and aspects of working together in harmony. Learning is characterized by rote methods with a focus on reproducing the textual information by way of memorizing. Education is to provide the child with the knowledge, skills & qualities to become an independent, thinking and creative human being.
Children potential is not being realized, the learning has moved away from experiential way of activity-based method in both elementary and secondary schools. The school practices, homework's, examinations are making children stressful and contributed to moving away from enjoying the simple childhood happiness. School practices has become monotonous and boredom without physical and mental engagement and devoid of much challenge. Children like to spend most of their time outside the schools rather than inside. The curricular practices rarely encourage thought and expression. As per UNESCO, World Education Development Report 2018, there is huge learning crisis in the developing countries like India. Children are attending the schools but not learning and it is the waste of their time and energy. 'The schools are not being progressively inclusive in nature.
In this endeavor, some schools and institutions have been identified, which are functional under the managements of Government, NGOs, Trusts etc., where primacy is on the child and his/her happiness with joyful activity based child-centered practices. These schools believe that children are potential enough to learn and excel in a climate of nonthreatening and non-competitive where learning is by doing, exploration in a child friendly and child-centered manner. The schools practice, promote affectionate relationships and empathetical environment between teachers, students and parents. The very expected outcome is holistic development of the child in a joyful and child friendly environment.
Hence, CIPS proposes to undertake certain case studies of such alternative effective institutions/schools with innovative practices and document the successful practices and strategies being employed.
- To understand why these schools are effective and how?
- To study the nature of curriculum and delivery practices.
- To document the effective and innovative practices and outcomes.
- To study the relationships among and between teachers, students and parents.
- To suggest the proven innovative practices for the adoption by the schools being functional under government and private managements
- Dr. N. Upender Reddy, Advisor -CIPS
- Mr. Srinivas Rajaram, Hamari Mitti, Telangana
- Mrs. B. Indrani, Prinicpal, Aravinda High School, Andhra Pradesh
- Maa Vidyadevi, Academic Coordinator, Isha Education, Tamil Nadu
- Mrs. MVKN Sridevi, Principal, Heal Paradise, Andhra Pradesh
- Representative of Anand Niketan Sevagram, Maharashtra