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The Global Education Monitoring (GEM) Report (http://en.unesco.org/gem-report/report/2016/education-people-and-planet-creating-sustainable-futures-all/page#sthash.VXOOQt7I.dpbs) states that India will attain universal primary education by 2050, universal lower secondary education by 2060 and universal upper secondary education only in 2085. The report implies that we are half a century behind achieving the education goals and would miss the 2030 deadline of attaining Sustainable Development Goals.GEM report does not dismay, it illuminates
Though the vast gap between the current education scenario and the position aimed to be attained by 2030 may seem disappointing, past experiences with targets have taught us that only research can push progress and help bring new energy to projects.
Moreover, the report aims to propel decision makers and educators across the globe to have a holistic approach towards development. All sectors, for example, health, infrastructure, education, etc. depend upon each other to reach its goals, as development in isolation is impossible.UNESCO, under the direction of the World Education Forum, revamped its annual Global Monitoring Report to gauge the progress made in the documentation of education against the objectives of the Sustainable Development Goal (SDG), which was set in September 2015.
Baptised as the Global Education Monitoring (GEM) Report, it provides powerful insights into social, economic and cultural impacts of education. Millions of people across the globe are reeling under poverty, lack of hygiene, malnutrition, and hence, disparities prevail in accessing education. Concerns over such issues led to the birth of sustainable development goals.
Sustainable Development Goals: Unachievable?
Experts opine that the Sustainable Development Goals, signed by 193 countries including India, are unrealistic and unachievable. However, Special Adviser to the UN Secretary General on the Sustainable Goals, Jeffrey D Sachs condemns such an attitude as "reckless and immoral" and urges the educators to stand up to their role of providing "adequate schooling" to the young generation, and prevent them from being prey to poverty and violence. This technique of learning by memorisation without proper understanding of concepts continues to plague the Indian education system. The resistance to change and experiment can be found even in non-traditional classrooms. Conventionally, being educated means possessing command over theories and having a degree.Instead of pushing children to a "one-size-fits-all programme", educators should try to inculcate lifelong learning skills in them. Lifelong learning skill "begins at birth and carries through all stages of life." This way of learning can strengthen the formal and informal ways of accrediting knowledge. It equips children with critical-thinking skills, social skills, problem-solving skills and brings forth their creativity and self-control.
It is important to devise a curriculum which develops which promote enquiry-based learning and encourage self-directed research among children. It is found that an educated individual is more likely to participate in politics and conceive ways to develop their own community. The right education is the way to raise leaders and entrepreneurs. Previous researches have already brought forth the issue of teacher absenteeism. The GEM report only re-emphasises it further. It observes that teachers are either absent or late for their duty. While the teacher-student ratio is troubling and needs attention, it is imperative to differentiate between the quality and quantity of teachers, indicates the report.
Way forward: Training and motivationechnology is introduced in the classrooms, but teachers are not trained to make use of the tools. Hence, a continuous professional development is of vital importance for teachers to integrate technology in the classroom. The report also lays emphasis on the importance of proper incentive and remuneration for teachers.
Collaborate and innovate: Promising futureThe GEM Report gives out a clarion call to all the educators and planners to join hands. The reports says, "to achieve the SDGs, it is necessary to break down silos and build cross-sector collaboration that contributes a shared vision."
For instance, if a child is living under unhygienic conditions, their learning experience will be affected, or may even be halted. But, if the child is goes to school, they will learn to take care of their hygiene, which in turn will improve their health. All the stakeholders need to be brought on the same table to discuss, debate and contribute to the development of the country's education sector.
Government's task"Education ministries should be better linked with ministries of health, gender, environment and labour," the report recommends. Educators need to work closely with civil society and learn from it. The aim should be to reap long-term 'cross-sector' benefits. The report points out that there has been a fall in the percentage of funds allocated for the development of the education sector. However, if the government is able to embrace the 'cross-sector' approach, then the additional fund from the other sectors could be utilised in education.
Curriculum plansMajority of the population in India is comfortable speaking in their mother tongue. Hence integrating regional elements in the development of curriculum, and training teachers to teach in the first language of the students can yield better results. The report suggests involving community elders in curriculum development.
Conclusion
Scaling up efforts to attain quality education is the need of the hour. Innovation and partnership would go a long way in achieving this goal. Lastly, it should be a priority to set new ways of securing funds. Domestic funds need to be utilised properly, and global donors need to allocate money where there is a need for it.
http://indiatoday.intoday.in/education/story/gem-report-what-india-needs-to-do/1/774229.html
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