Learning is Equity.

Current Situation

Current education system rewards students for recalling textbook knowledge. Therefore classroom processes focus on strengthening the ability to memorize.

This is evident from NAS (National Achievement Survey) 2017 which found two-third children graduating from elementary school can only answer recall based questions, while one-third develop abilities to analyse and problem solve.

Eventually, students graduate from school not as learners but as closed boxes who struggle in uncertain and challenging environments of the real world.

Learning to learn

Before entering school, children learn to walk, talk, socialize, navigate mobile phones, play games with rules by observing, imitating, practicing, experimenting etc. Classroom processes need to be designed incorporating the natural way in which learning happens.

Yet when we enter a primary school, we observe teachers ensuring young children memorize alphabets and numbers through rote learning or song and dance. To be able to read/ write/ count meaningfully, the child needs to develop the abilities to recognize, interpret, compare, evaluate, interpret, communicate etc.

By drawing attention towards “capabilities to learn”, the goal of education expands to strengthening the innate capabilities that every child possess. When classroom processes are designed for “how to learn”, instead of delivering knowledge, every child becomes a learner for life.

National Education Policy 2020 outlines that “learning to learn” is the new paradigm shift in education.

State Name

Current Situation

Current education system rewards students for recalling textbook knowledge. Therefore classroom processes focus on strengthening the ability to memorize.

Eventually, students graduate from school not as learners but as closed boxes who struggle in uncertain and challenging environments of the real world.

Inclusive Education

To shift towards a capability based learning approach which NEP 2020 advocates for, all aspects of learning need transformation. Assessments need to be designed for observing how students are learning rather than only accounting for how much they know.

Assessment processes would focus on keeping records to track the progress of every child across multiple abilities.

The framework should reflect the movement of an individual child against his or her own learning outcome. And it would be this real time data which would provide teachers with insights to plan for every students’ learning need.

The focus is to design an education system that enables every child to learn at her own pace.