th
15
th
10
National Sahodaya
Conference
–
th
12
December 2008
Positive Assessment
for
Constructivist
Learning
Value Conflict Management
in a
dynamic society
Synergy of
Virtual Classrooms
with real classrooms
Impact of
Multipolar Learning
in
Formal Learning Systems
Integrating Life Skills
in
School Environment
Empowering
Each Learner for
the 21st Century
Emerging role of
Teachers as
Socially Conscious Leaders
Re-engineering learning
towards
‘Learning to Learn’
Inclusivity in Learning
Processes
Health as a
component of
Holistic Learning
Empowering Each Learner
Learning Framework : Strategies
Learning System
CONTEXT
LEARNER
PERFORMANCE/OUTCOME
ACTION
Institutions
Schools
Community
Teachers/Parents
Learning Communities
Strategies :Context
Strategies :Context
Global Challenges
• From delivering content to building capacity.
• From stand alone institutions to value-added
networks.
• From setting and delivering curriculum to cocreating curriculum.
• From standard operating
creative adaptations.
procedures
to
Global Challenges
MEDIA – PRINT – ELECTRONIC
CHALLENGES
Values and Violence

PhoneChannel
http://www.digitalopportunity.org/article/archive/1072/

Interactive textbooks
http://www.phschool.com/social_studies/

Tablet PCs
http://www.communities.hp.com/online/blogs/highered/archive/2007/09/28/HPPost4561
.aspx


Computerised tutor



http://in.youtube.com/watch?v=lxUzKoIt5aM
http://www.boloji.com/mahabharata/index.htm
www.culturalindia.net/indian-folktales/panchatantra-tales/index.html
http://www.harappa.com/gandhi.html
Changing Learner Profile
21st Century Workforce
Changing Employability Skills
Changing Employability Skills
▪
▪
Jobs in this new millennium require
a student to be an effective :
Adapted from Tom Friedman’s book: The
World Is Flat (2006)
Strategies : Action
WHO ? –
ACTOR
S
WHEN ? – WOMB – TO TOMB !
Lifelong Learning
WHERE ? – Changing School
 Buildings
 Virtual Classrooms
 Blogging
WHAT ? – Curriculum
 National ?!!!
HOW ? -
Transaction Strategies
Experiential Learning
Reflective Model
Effective Technology Enhanced
Learning Environment
WHO???
WHO
SCHOOLS
Policy / Vision
•Include all stakeholders (Sts.Trs/Parents
PE + LS
•Curriculum + Beyond
• CCE • Comp. School Health
WHO???
Who ? Leaders
Parents
Peers
+
Learners Principal
Friends
Teachers
as
Information Leadership
•A whole school information /
philosophy approach / vision
•Understand the core issues of
student learning
•Interpret educational &
administration needs into
technological solutions
•Multiple intelligences
integrated
•Life-Skills
•Values Enhanced Framework
WHEN
AND
WOMB TO TOMB
Life long
Learning
WHERE???
Elders
Nuclear
Schools
formal
Parental time
dissolving
boundaries
Both formal and nonformal institutions
Monitoring
When ?
Active Learning Beyond The
Classroom
• How students spend their time…
– Class

15 hours (or less)
– Work

21 hours (or more - 30%)
– TV

7 hours (33%)
– Leisure Reading

3-10 hours (38%)
– Organized student activity 
(47%)
3-10 hours
– Informal conversation with other students
When ?
Active Learning Beyond The
Classroom
• Active Learning
Strategies:
– Study groups
– Journals and diaries
– Experiential learning
– Student research
•Curriculum
•Beyond The Curriculum
Languages – Communicative Language
Teaching
○ English ○ Japanese – VIII – 2008-09
○ Sanskrit ○ German – VI – 2008-09
○ French ○ Bahasa Maleyu – X – 2008-09
Mathematics
Science
Social Science
I.T.
Enrichment activities
Examination Reforms
Disaster Management
Class - VIII
Class - IX
Class - X
Information Technology based
Subjects
• Upper Primary Level (VI-VIII)
- Computer basics as
part of work
experience.
• Secondary Level ( IX & X)
- I I T - Additional
Subject
• Senior Secondary Level (XI & XII) - 3 Electives
1. Computer Science
2. Informatics Practices
3. Multimedia & Web Technology
New Electives at Senior Secondary
Level
Academics
• Creative Writing and
Translation Studies:
2007– 08.
Reader – Class XI
Reader – Class XII
FIRST BOARD EXAM
- 2009
Contd…
New Electives at Senior Secondary
Level
• Heritage Crafts
– XI - 2008-09 Readers NCERT
– XII - 2009-10
• Graphic Design
– XI - 2008-09 Readers NCERT
– XII - 2009-10
New Electives at Senior Secondary
Level
(Contd…)
VOCATIONAL
• FINANCIAL
MARKET
MANAGEMENT
(FMM) – 2007-08
Contd…
New Electives at Senior Secondary
Level
(Contd…)
• 03 Vocational +
01 Language +
01 Elective
(+ 01 Additional
Elective) .
• Joint Certification
by CBSE and NSE
Health Care Sciences
• Class XI 2009 – 2010
• First Board
Examination 2011
Joint certification with FICCI
What ??
Promoting Innovation and
Creativity in School System
• Strengthening school cluster system through
‘Sahodayas’.
• Student
support
activities
through
participation
in
Olympiads,
Science
exhibition, quizzes, etc.
• Nurturing creativity in indigenous and modern
knowledge in collaboration with National
Innovation Foundation.

Policy – (School Management)

Health & Wellness Clubs
Health Education
Classes 1 – 12
Vol I
Vol II
Vol IIII
Vol IV
AEP
Life Skills
Curriculum Plus
Classes VI – VIII
Revised Teachers’ Manual
for Class VI (2008-09)
Class IX & XI
Revised
Manuals
(in process)
Integrated Components
(Eco – Clubs – Peace & Value Education)

Teachers’ Manual
Teachers’ Manual -
I – VIII
IX
COMPREHENSIVE
SCHOOL
HEALTH
PROGRAMME
IN
CBSE SCHOOLS
Themes
Knowing
your body
Behaviour
And Life Skills
Being Safe And
Responsible
Food and
Nutrition
Personal And
Environmental
Hygiene
Health Manuals- An Overview
Comprehensive School
Health Manuals
(C.S.H.M):
Holistic health ( physical,
mental, emotional and
psychological health).
Formal and informal approaches
in curriculum pedagogy for
health promotion.
Emphasis on providing a safe
school environment.
Detailing Manuals….
Four Manuals:
Volume 1 – all
stakeholders
Volume 2 Primary Level
(Classes I-V)
Detailing Manuals….
Volume 3 - Upper
Primary Level
(Classes VI-VIII)
Volume 4 Secondary and
Senior Secondary
Level (Classes IXXII).
Themes Covered…
• Six different
themes :
Knowing your
Body
Food and
Nutrition
Personal and
Environmenta
l Hygiene
Themes Covered…
Physical
Fitness
Being
Responsible
Safe
Behaviour
and Life
Skills.
What ? Beyond
WHY Life Skills?
• Work with others
• Learn from others
• Ask questions
• Be open to other points of view
• Learn to defend your point of view
• Don’t automatically accept fact
unless you know it to be true
• Challenge assumptions
What ?
CBSE - AEP
Students Feedback AEP 2007
•
Information on Adolescent
Education is very useful to
understand the adolescent issues.
Mr. Nupur Jha ( DAV Public School,
Sikkam)
•
Adolescent Education is very
useful and we don’t have previous
knowledge on these issues, and we
would like to attend this type of
programme in future.
Mr. Pankaj Kr Giri ( DAV Public School,
Sikkam)
What ?
Teachers Feedback On AEP
•
Adolescence Education Programme is important as it
helps students in understanding in a better way
Mrs. Alpana Sharma Ms. Ruchi Bhargava (Nodel
Teachers)
Jaipuria Vidyalaya, Jawahar Lal Marg,
Jaipur-302018
•
•
During psychological and physical changes, the
child’s energy should be properly channelised.
Mrs. Meenakshi Sharma
•
Effective communication and working towards
one’s goal help to cope up with stress and
emotions.
•
Mr. Suresh Chand
What ?
Principals Feedback On AEP
•
•
We are satisfied with this seminar and it is
better to give knowledge on AEP Issues.
Ms. Suchita (Principal)
•
Such type of programme are really useful. These
may help in overall development and help to cope up problemsof
life. Such type of programme should be conductedregularly.
What ?
Parents Feedback On AEP
This programme should not be implemented
through schools rather teacher should
trained the parent and parents will trained
their adolescence.
Mrs. Jaya Srivastava (Varanasi)
•
In my opinion information parents should be
given full information from schools, so, that
parents can guide at home properly.
Mr. Ram Chand Narayan Pandey(Varanasi)
•
Sex education is not necessary in our
culture and tradition, parent should teach
adolescence.
Dr. O. P. Chaudhary (Varanasi )
•
This programme is beneficial for parents if
parents gets proper knowledge, they can
guide their children at home.
Dr. D. N. Ojha (Varanasi)
Status of AEP - 2008
Programmes held under AEP in Sep-Nov
2008
NTT
15
Programme
Advocacy
Programme
15
Science
Exhibition
– Innovativeness
– Creativity
– Last 5 years
– Regional Level
– National Springdales
School, Delhi
– Best 20 exhibits
-Jawahar Lal Nehru
Children Science
Exhibition
Enrichment Activities
 Heritage India Quiz
 National Informatics
Olympiad
 Group Mathematics
Olympiad
 National Innovation
Programme
(with IIM, Ahmedabad)
Sahodaya - Concept
• School Clusters
• Spirit of ‘Caring and
Sharing’
– Information and resources
• Encourages Community
of Practices
• 250 Sahodayas
networking 4500 schools
Losing an edge, Japanese envy
Indian Schools
• JAPAN – Growing Craze for Indian Education
think of India as world’s ascendant
education superpower
• Bookstores are filled with titles like “Extreme
Indian Arithmetic Drills” and “The Unknown
Secrets of the Indians.” Newspapers carry
reports
of
Indian
children
memorizing
multiplication tables far beyond nine times nine,
the standard for young elementary students in
Japan.
The New York Times….
• Japanese praise Indian Education.
Envy Indian Learners:
– learning more at an earlier age.
– an emphasis on memorization.
– focus on the basics, particularly in math
and science.
How ?
Training And Empowerment
• In-service Teacher
through Sahodayas.
Training
programme
• Empowerment of Heads of Institutions in
collaboration with top business schools and
also with NUEPA.
• Theme based regional and national level
Sahodaya conferences.
How ?
Dimensions of effective technology
enhanced learning environments:

Task-Oriented

Challenging

Collaborative

Constructionist

Conversational

Responsive

Reflective

Formative
How?
Task-Oriented
Academic
The tasks faculty set
for students define
the essence of the
learning environment.
If appropriate, tasks
should be authentic
rather than academic.
Authentic
How?
Collaborative
Unsupported
Web-based tools for group work and
collaboration can prepare students
for team work in
21st Century
work environments.
Art, dance, and music students are
collaborating to produce online shows
with digital versions of their works
and performances for critique by
international experts.
Integral
How?
Constructivist
Replication
Faculty should engage
students in creating original
knowledge representations
that can be shared, critiqued,
and revised.
Students in fields ranging
from Creative Writing to Heritage
Craft are producing
portfolios.
Origination
How?
Conversational
One-way
Students
must
have
ample time and secure
spaces
for
in-depth
discussions,
debates,
arguments, and other
forms of conversation.
New
knowledge
and
insight
are
being
constructed
in
conversation
spaces
such as GDs and
e-
learning forums.
Multi-faceted
How?
Reflective
Shallow
Both faculty and learners must
engage in deep reflection and
metacognition. These are not
instinctive activities, but they can
be learned.
Teacher preparation : Teachers
are keeping electronic journals to
reflect upon the children they
teach, and their roles as
advocates for children.
Deep
How ? Reflection
Continuous process of reconstruction of experience
Anticipate
↓
Act
↓
Observe
↓
Organise Ideas for
the future
Reflection
Looking
Ahead
 (Interplay)
Looking Back
How ?
Learning To Learn
? How can you calculate the return on your
education investment in schooling
? What will you be doing five years after you
leave school
 RECOMMENDATIONS:
– Learn to learn and learn to like it.
– Study whatever subject you like, but
recognize that you can broaden your skill
base considerable by choosing elective
courses wisely.
– Develop life skills that will enable you to
provide value to a variety of organizations.
How ?
1. Personal awareness
Self-concept, identity,
realistic self-esteem,
self-direction, autonomy
Experience
3. Task awareness
Understanding,
using, constructing,
communication
skills in context
Apply
2. Process
awareness:
learning
Experiential Reflect
learning
Monitoring, reflection,
Conceptualize
cooperation, critical
self-assessment
Teacher’s professional
awareness
Professional autonomy, communicative action,
commitment to learning
Culture of learning institution
and society
Quality of learning environment, culture of learning
community, collaboration between
participants
How ? Action Learning~
Dr. Reg Revans (Cambridge)
•
•
There can be no learning without action.
Effort, practice and implementation needed
•
Promote local action and learning
•
Organizational implications
•
Supports creative integration of thinking
doing,
theory
&
practice,
academic
practitioner.
•
Knowledge is transferable
•
Action learning empowers the learner
&
&
Strengths
Characteristics
• Relevance to students
• Teaches complex problem solving
• Develop skilled leaders and develop teams
• Produces tangible outcomes: empowering
• Promotes “best practice”
`
• Emphasis on learning by doing
• Conducted in teams
• Addresses social/organizational issues
• Participants placed into problem-solving roles
• Team decisions are required
• Formalized into presentations
reflect on personal empowerment
strategies that worked/did not work
The Action Learning Formula:
Learning (L) occurs through Programmed Knowledge (P) or
traditional instruction, and Insightful Questioning (Q)
How ?
Learning To Learn
? Is teaching more
than the conveying
knowledge?
? Can teachers teach
anybody anything?
? What is the
difference between
knowledge and
knowing?
 Recommendations
– Learning is not
passive.
– Learn what the
problems are.
– Recognize that
learning is your
problem
(opportunity).
How ?
Learning To Learn
(Article by Smith)
? Is it okay to make
mistakes?
? Is competence really
being able to solve
problems
w/o
hesitation?
? What reactions do
you expect if you tell
a teacher (a friend)
that you do not
understand
something?
Recommendations:
– Learn
to
ask
questions.
If you
have a question, you
can be certain that
many others have the
same question.
– True competence does
not mean not making
errors. It means well
thought out judgment
and decisions based on
available
information
and experience.
Lyrics of a Popular Film Song
•paani geela geela kyon?
gol kyon hai zameen?
•silk mein hai narmi kyon?
aag mein garmi kyon?
do aur do paanch kyun nahin?
•ped ho gaye kam kyon?
teen hai ye mausam kyon?
chaand do kyon nahin?
•duniya mein hai jung kyon?
behta laal rang kyon?
sarhadein hai kyon har kahin?
•socha hai… ye tumne kya kabhi?
socha hai… ki hai ye kya sabhi?
socha hai… socha nahin toh socho
abhi
•behti kyon hai har nadee?
hoti kya hai roshni?
barf girti hai kyon?
•dost kyon hai rooth te?
taare kyon hai toot te?
badalon mein bijli hai kyon ?
•sanaata sunaee nahin deta
aur hawaein dikhayee nahin
deteen
socha hai… kya kabhi… hota
hai ye kyon?
•Aasman hai neela kyon?
paani geela geela kyon?
gol kyon hai zameen?
•silk mein hai narmi kyon?
aag mein garmi kyon?
do aur do paanch kyun nahin?
•ped ho gaye kam kyon?
teen hai ye mausam kyon?
chaand do kyon nahin?
•duniya mein hai jung kyon?
behta laal rang kyon?
sarhadein hai kyon har kahin?
At the Upper Primary Level
Paradigm shift in Science
Teaching
• Focus on Inquiry Skills
• Power of Demonstration
• ‘Learning by Doing’
- Class VI
• ‘Science is Doing’
- Class VII
(available on CBSE website : )
Performance / Outcome – Ref.
Formative
Fixed Assessment
Learning environments
can be designed to
allow students to
develop prototype
solutions over time
rather than to find one
right answer that
someone else has
defined.
Developmental
Performance / Outcome
Formative Example
Faculty should
engage their
students in ongoing
efforts to evaluate
and refine their
work related to
authentic tasks to
encourage lifelong
learning.
Classes I & II
Techniques
Observation
Oral
Classes XI & XII
Tools
Tools
Observatio
n schedule
Oral
questions
Diagnostic
test
FEATURES
Classes III,IV & V
Techniques Tools
Oral questions
Oral
Question paper
Written
•Covers all aspects
Question paper
•Continuous
– Continual
Assignment
•Comprehensive
Personal
Project
Scholastic Curricular + Co-scholastic
Social Classes I - V
Practical (activity / experiment)
LS 5-point grading
Oral questions
CCE
Portfolio
A* Outstanding 90-100
Classes VI – XII
Techniques
Written
Practical
Viva voce
7-point grading
A* 90 and above
A 80 to 89
NPE – 1986, POA – 1992
NCF - 2005
Violences
PURPOSE
•Improve teaching learning
A Excellent
75-89
B Very Good
C Good
56-74
35-55
D Scope for
improvement
Below 35
•Develop learning abilities through
activities rather then exams
B* 70 to 79
B 60 to 69
Classes IX & X C 45 to 59
D 33 to 44
Techniques Tools
E Below 33 percent
Written
Question paper
Assignment
Practical
Techniques
Project
Viva voce
Practical
(activity /
experiment)
Oral questions
Assignment
project
Diagnostic test
Oral
Written
Practical
Classes VI to VIII
Tools
Oral questions
Question paper
Assignment
Project
Diagnostic test
Activity/experiment
Social Science X
History 22
Geography 22
Eco P.Sc
4 – Maps
2 – Maps
18 18
T h e o r y - 80
Science X
Internal
Evaluation
School Based
20
Formative &
Summative 10
Assignment
CW & HW 04
Project work 06
Theory 60
VSA
SA-I
SA-II
LA
1x9
2x9
3x6
5x3
09
18
18
15
XII
VSA 1 x 10 10
SAQ 4 x 12 48
LAQ 6 x 7
42
Mathematics
LA
SA-II
SA-I
VSA
6x5
3 x 10
2x5
1 x 10
30
30
10
10
X
02 - VIVA
03 - Record Work
15 - Skills
20
MCQ 1 x 10
MCQ ½ x 10
20
Formative and
summative
Practical - 40
Class – IX
DM Project
Q
Final scores reduce 10%
MAP Assignments
Class – X
6 Items Circulars Nos
Average UTs any 2-10% 2-History 15-2008
4-Geography 20-2008
Total 29 Qs. 31-2008
Assignments
X-4 diff. assignments
1 assignment – D.M.
Mode - 5 points Rating
A-5
Avg. out of 4
B-4
C-3
IX not carried
D-2
over
E-1
Project W-6
1 project – DM
9-15 pages
Hand written
CIR – 18/2006
20/2008
Assessment of PW
▪Content – 2
▪Presentation – 1
▪Process – 1
▪Viva - 2
CHANGED HOTS SLIDES
Support Services
Tele-counseling
Support material
•SQP’s (Print
website)
•Marking Schemes
•Performance
Analysis
Concessions – Visually
Challenged
•Seating Arrangement
•Amanuensis
•Enlarged print in Math &
Sc. & Tech
•Can offer Music, Home
Sc. even if not available in
school
Examination Reforms
De-stressing
•Based on NCF 2005
•Restructured Qs Papers
•Moving Content – Application
•Higher Order Thinking Questions
•Integrated School based Internal Assessment
X - •Math •Science •Social Science
•No school bag
•No Home Work (upto class II)
•Focus on Soft Skills
- Art, Music, Dance & Craft
•Alternative of
HW
•( I-V)
Amendment after GB, June
•15 min. Reading time
•9 point scale
Concessions – ‘Differently Abled’ •Spot Evaluation
•0.1% merit
• Studying 3rd lang. upto
•CCE
•Addition time
class–VIII–exemption
-3hrs-60mins
•Can use an amanuensis -2 ½ hrs -50mins
- 2hrs -40mins
•Ground floor seating
-1 ½ -30mins
•Alternative as visuals
•Persons with Disabilities – New nomenclature
•Use of computer/typewriter (outside Delhi also )
•Fee to amanuensis
•PD – visit to centre allow a week in advance
•Helper/scribe from host school for practical
Sports attendance for CBSE/SGFI – 60% instead
of 75%
Future Initiatives
Empowerment Programmes
Training Programme for Principals will be conducted by
IIM, Bangalore at its campus.
–
–
–
–
Programme 1
Programme 2
Programme 3
Programme 4
:
:
:
:
Dec. 15 - Dec. 19. 2008
Jan. 12 - Jan. 16 - 2009
Jan. 27 - Jan. 31 – 2009
Feb. 16 - Feb. 20 - 2009
On-line Registration Form – www.cbse.nic.in
– NUEPA
:
Jan. 05 - Jan. 09 - 2009
Explore CBSE Website
Explore CBSE Website
• Interaction with CM
• SQP
• Support Material
– Olympiads
• Subject Pages
• Higher Order Thinking
Skills
Status of ‘Interact with Chairman’
Total questions received so far (last two weeks)
No. of Questions received
1600
1372
1400
1200
1000
800
600
583
329
400
175
200
48
0
Acad.
Admin.
Aff.
Category
Exam
RO
Future Projection
• Frequently Asked Questions (FAQs) related to:
Social Studies(DM,Projects)
Academic
Secondary
Maths
Sr. Secondary
Economics(text book)
Biology
Bio-technology
Secondary
Examination
Sr. Secondary
Status
Affiliation
Online Mode
-Vision-
• Strengthening Position of CBSE in
Overseas.
• Developing Curricula Internationally
Competitive.
• Bring Global Dynamics in School
Education.
• Provide leadership in School Education
for other Countries.
• Offer affordable Cost effective
International Curriculum worldwide.
New Initiatives
• Formulation of Policy for optimum
Enrollment of Students in Affiliated
Schools.
• Policy for restricting enrollment in
Schools Violating rules.
• Outsourcing work of Affiliation
Branch.
• Creation of a Committee for further
International Presence of CBSE
Academics–
• Pilot Project with Australian Counsel for Educational
Research (ACER) for Data analysis alongwith Training
Workshops for Evaluators.
– Class XII , English & Economics
• Pilot Project on School Mapping
– locating CBSE Affiliated School on Public Mapping System
– development of an in-house GSM Gateway Solution to
provide alert based on-line facility to all stakeholders.
• In-house Training Centre at Academic Unit for
Capacity Building and dissemination of knowledge.
Launch of National Urban EcoSanitation and Green School
Initiatives – 30th Jan, 2009
• 100% sanitation during 11th Five Year
Plan
• Awareness – Behavioural change
• Green School – Reduce, Reuse, Recycle
– Rain water harvesting
• Pilot Project – 100 Schools
(25 KVs + 25 Govt. sch + 50 PVT Sch)
Proposed Grading System for
Classes IX and X
Rational & Efficacy of Proposed system
Absolute Grade System and applicable for all Subjects
Easy to Understand as the broad cut-off marks are pre-determined
Based on historic concept of Class and Division
Comparability between Schools and Boards
Comparability among different kinds of Schools
Easily Implementable in large as well as small population
Graphical Representation in major Subjects is nearer to Bell Shape
(Normal Curve)
In line with the Grading System adopted by the Board in Classes upto V and VI-VIII
12/4/2008
82
Proposed Grading System For Classes IX and X
• Candidates are divided into 4 major Groups
Group
% Marks
Class
Distribution of
Candidates
Grade A 75and Above Distinction 3 Grades in the ratio
3:2:1
Grade B 60 – 74
I Division
1 Grade for all candidates
Grade C 33-59
II/III
Division
3 Grades in the ratio
1:2:3
Grade F
12/4/2008
32 and Below Failure
2 Grades in 0-19 and 2032 range of marks
83
Based on 5 Years average (2004-2008) – Grades and % of
Marks
Grade Grade Qualitative
Value Value
Languages
Other than Languages
% Marks
% of Cand
% Marks
% of Cand
A1
9
Outstanding
90 – 100
4.70
94 – 100
5.04
A2
8
Excellent
82 – 89
9.39
86 – 93
10.08
A3
7
Exceptional
75 – 81
14.09
75 – 85
15.12
B4
6
Very Good
60 – 74
26.54
60 – 74
21.27
C5
5
Good
47 – 59
19.39
46 – 59
19.79
C6
4
Marginal
36 – 46
12.93
36 – 45
13.19
C7
3
Average
33 – 35
6.46
33 – 35
6.60
F1
2
Poor
20 – 32
3.95
20 – 32
4.85
F2
1
Unsatisfactory
00 – 19
2.54
00 – 19
4.08
84
Ideas for the
Future
Schooling in India has
been a struggle, both
before and since
Independence But
what has now changed
is the growing
awareness about
education and a
demand for it that
cuts across income
groups’.
‘
Nandan Nilekani
‘Imagining India’
Ideas for the
Future
India’s involvement with
good education practices will
move ‘conclusively than any
other reform, determine
India’s economic future’ …
Our response will made all
the difference between the
world’s largest … Illiterates
.. or … a country with a
large pool of talented human
capital that can fire up the
country to new levels of
growth. Our opportunity to
choose between the two is
her, now and, transient.
Nandan Nilekani
‘Imagining India’
Ideas for the Future
Solar electric system
powered
– Computer lab
– Internet
connected
satellite disk in South
Africa
Thomas L. Friedman
HOT, FLAT and CROWDED
Ideas for the Future
Localization and
Globalization

balance
Humanization
One natural
resource we still
have human
ingenuity
We have exactly enough time –
starting now.
Dana Meadows (Environmentalist)
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