Reconstructing Higher Education: Approaches to New Education for Social Transformation Presentation...

Reconstructing Higher Education: Approaches to New Education for Social Transformation

Presentation By

Ram TakwaleFormer Vice-Chancellor, IGNOU, YCMOU and Pune University; President, I-CONSENT

Prof Ram Reddy Memorial Lecture: IGNOU 02 July 2013

Ram Takwale:RR Memorial Lect 2

Lecture Overview

1. Global Connectedness and Outcomes

2. Education systems: formal and open

3. New Education paradigm for Transformation

4. Consortium for New Education and Development, and

5. Concluding Remarks

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1. GLOBAL

CONNECTEDNESS AND OUTCOMES

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A3 Connected Society

• Internet, networking, and access devices have created global connectedness.

• New processes generated are digitization, virtualization, mass-personalization and self-organisation; and empowered every one.

• One can play many roles by combining cyber and real spaces. This is a great harm or help to a person and society.

• In India 100 crore are connected- Great techno-social empowerment of the Indian society and civilization

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A3 connected people created• Open Resource Movement: Expression of

social generosity and sacrifice • Social Networking Movements: Search for

like-minded people for common action • People come together for common concern

of regional and global issues. Offers organizational power without ‘organisation’.

• Transient at present; but could form Interest based communities of practices.

• Higher processing power creating big data and analytics for socio-economic studies.

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Universal Nature of Education• A3-scenario offers cyber spaces to every one

and groups/communities. • Techno-society: Education and development

processes – independent of technologies• Education should be based on natural and

humanly accessible processes.• Use of technology is inevitable: in deployment

and in getting results

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New Education for A3 SocietyRequirements: • Global –Local System• Personalized and social/ mass nature.• Universal and basic nature of processes of

learning and development. • Creation of education and development resources

and social support processes• Creation of social value /wealth for sharing freely

with all.

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2. Education systems: formal and open

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Existing Education Systems• British or Western Education system: teacher

centric, top-down hierarchy; and donor-receiver model; teacher teaches, student learn; Created professional educational institution governed by delegated powers of the Government.

• Open distance education (ODE): introduced innovations and flexibilities; Basic nature of teacher centricity and hierarchy is the same!

• Criticized: Sir Ken Robinson- linear, conformist and class creating; and kills creativity

• Mahatma Gandhi criticized: Self-seeking and contradictory to Indian culture and civilization.

• Fragmented view of human being and society

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Nai Talim: Innovation Education

• Learning by working in life and work situations.• Samavaya: learning for development, and learning

from development; Links education to social knowledge problems.

• Wholesome work: Integration of routine, rest, progress and pleasure; Holistic approach- avoids becoming a ‘cog-in-the-machine’

• Work outcomse lead to creation of wealth, social value and livelihood.

• Nai Talim sidetracked: Since Indian goal was to enter into modern industrial society and achieve progress.

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3. New Education paradigm for

Transformation

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New Education Process Links

Issues in NOW SituationsSOCIETY + ECONOMY

New Education

LEARNING & DEVELOPMENT

(LAD)

Self /Social Development

CREATING FUTURES

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New Education: Basis of the System

• Experience of e-Education:o MKCL -1.8 Million students / year.o I-CONSENT- e- B Ed : Obtained form –function of education.o Shikshan Pandhari: Pilot to mass –personalized education

• Globally successful mechanisms:o Wikipedia, YouTube: Coop & collaborative learning and working o OER and Social Networking movements.o MOOCs leading to Mass Higerh Education.

• Nai Talim with: o J P Naik’s Role Based Learning to become change maker.o Scenario-situation based constructivism for role playing o Life & work centric situated development with global resources

.

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Objectives of learning Goals: Human & Society centric: Short Term

o Achieve self & social developmento Play multiple roles and become a Change Maker. o Find OWN role and UNIQUE functionso Create a career path

Goals: Long Termo Find L3, Development and Career Pathso Rise in Culture & Creative Development.

Process: Learn by doing activities to buildo Capacity : Activities for Knowledge, Skills and Use of Tools of technologieso Capability: Situated Assignments: for solving problems, changes in

attitude and social behavior.o Co-creativity: Small / Big group learning and working for creation and

innovation. o Tool for presentation & evaluation: Personal /group portfolio.

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Work Centric Education in A3

Connected Society

Learning

Working

Use of Technology Tools

Wholesome Work:

SUPW Wholesome Work has integrated Routine, Rest, Progress and Pleasure.

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New Education is based on


Create A3 Connected L-

Communities• Networks, Internet (Broadband), Access

devices (Tablet pc)• Activity based Learning in sitations of life &

work.• Global-Local Approach:

o Global OER, Cyber Infrastructure with L-Support Services, Interest based Provider Communities.

o Local OER, Local Consortium for Social Learning and Development (LAD), MKOs for situated development.

• Constructivist Learning: o Extend to Life and work centric places, o Samavaya between L and Do Create Wholesome Work for Social /Personal Value and Wealth.

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New Education Constructivism:

Holistic approach of constructivism when applied to Life & Work centric Activities lead to

o Personal and group learningo Wholesome worko Situated developmento Learning group /community

organisationo LAD System improvement

• Learner has freedom and ownership to choose and do activities for self & social goals.

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Constructivist Learning and Development leads to

• Freedom and autonomy in learning and self and social development and value-wealth creation.

• Formation of Transformative Value Chain:o Education/training Social development

Monetary and non-monetary value creation Self and social transformation.

• Integration of Academic, Skill and Professional /technology education.

• Unified picture of human being and society.

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4. Consortium for New Education and Development,

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• Cyber Space Infrastructure to create virtual infrastructure connecting all students, teachers and managements.

• Central Consortium for providing Course /Role based learning services: Organizes LAD Provider Community

• Local Consortium for Quality School Education at the Nodal Agency (SVERI) and covers 20 km radius region linked by NKN connectivity at Pandharpur.

• Partnership Organisation of providers and consumers of education and development. Promote PPC-Partnership.

Partnerships will be non-exploitative. Empowered communities should have enough power to take their own share with win-win approach.

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New Education Uses

Ram Takwale:RR Memorial Lect 21Local Cillage Circle (LCC) of Villages

Course Team

Global / Central: e-PASS

Course Delivery

Open Education Resources

Distributed Classroom

Local

School College University

College Team

Students

Teachers

School Team

Students

Teachers

University Team

Students

Teachers

Cyber Space

CONCEPT OF META UNIVERSITY-META SCHOOL

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Ram Takwale:RR Memorial Lect 2202/07/2013

Meta /Param

University

Faculty of Education and Social Development

School for Developmental Learning (SDL)

Param School:

Partnership with

Stakeholders

Apps in Industry,

Services and Social Work

Other Faculties:IT, e-Media, Social Sciences,..

Courses related to Education/ Development


Consortium for Meta University Program based

Operations• Central Resources are free for all, service fees charges

at local study centers for self-supporting nature of programs. Approach ‘Content is free, services are charged’

• Best expertise and experience for all centrally; others work for local students in their LAD. Approach ‘Know globally, act locally.

• Consortium is not a legal entity: Each one brings their own identity and form Program based consortium for Program Development and deployment. Knowledge created has community/ social ownership.

• All operations and outcome sharing is accountable and transparent.

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Integrative & Creative role of New Education and Meta

University

• Vertical integration in learning and horizontal integration in development. Development levels rise as we rise in learning and technology levels.

• Establishes process in o Learning Process: Approach, Deployment, learning and

Internalization- ADLI in Baldrige model for performance excellence. o Development Process: Education, Organisation, Creation and

Preservation (Models by NGOs and Sarvodaya )o Value Chain for Holistic Transformation Education

Development Social Value Transformation

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Shikshan Pandhari Project in

Maharashtra• Pilot to establish New Educational Model:

o Central –Local System of A3-Connected Communities

• Partnership at National & State Levels: o National: NKN, IIT- Mumbai, TIFR- HBCSE, BARC, TIFR -HBCSEo State: RGSTC, MKCL –MKF, State Universities, I-CONSENT, Many Education

Experts,

• Local Engineering College form local node: o 5 Schools(proposed 10) participating in rural area- Pandharpur, Sholapur dist.o Local School Consortium for Quality Schools and Developmental linkages.

• TWO Programs:o School Education (Links with University, school system and locality) o School Teacher Education (Links with the University)

• Goal to create Replicable Model: o Central resources /content free for all; o Local content / services are to have economic/social business model.

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21th Century Scenario & Society

• Third Industrial Revolution (Jeremy Rifkin) creates decentralized green and clean energy production and its internet- local/regional and global

• Nai Talim / New Education with 21st century decentralized industry production with full autonomy to the individual and groups are similar models.

• Integration of knowledge and energy internet proposed can take care of production and its marketing in a customized way, and is likely to create new era society with new education.

• Learning and social education follows socio-economic change /transformation in society.

• Who influences whom? Education has to come to the center-stage; shape local /central developmental policies based on the value system in the Indian Constitution.

•

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New Education poses some Fundamental Issues

• New Education shapes Self and Social Development. How to balance between self and social?o Samavaya in Learning and Development.(Adwaita in Dwaita)

• My personal existence has social dependence. I am because we are! How do I learn it and make myself cultured and creative to exist socially and progress?

• What is the goal of my learning and development in A3 society? My Learning, Development and Career Paths?

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Concluding Remarks• New Education is a form of Nai Talim in 21

Century A3-society.• Education = Yoga + Sahayoga + Udyoga• Life-long learning = Learning for life,

Learning from life, Learning throughout life. • Education with adherences to the values in

the Preamble of the Indian Constitution can play center stage role.

• Possible only when it is a mass education with development centricity.

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Thank you all

02/07/2013

Contact Email: [email protected]: www.mkcl.orgwww.mkf.org.inBlog: www.mkf.org.in/blog

mailto:[email protected]

http://www.mkcl.org/

http://www.mkf.org.in/

http://www.mkf.org.in/blog

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