Is your child getting 21st century ‘world class quality’ education? (Download PDF version from here)
In the educational system created since 19th century by the British, quality is measured mainly by the degree of content memorized by the student, rank achieved and marks scored in summative exams (assessing recall of memorized content). There is generally mass education (40 to 70 students per class) and low fee.
As per international standards of quality education in the 21st Century: the child loves to learn; learn on his own; is free of stress; learns skills of research, self management, communication, thinking, social skills, besides the subjects of ICSE / ISC; teacher is constantly retrained for work life & educates each child in the class. There is individual attention, teacher having a one-to-one relationship with each child (25 or less students per class).
ASSESSMENT FORM (or download PDF version from here):
|Please select a score from 3 to 0 to represent your assessment for each attribute of quality development. The left criteria is equal to a score of 3 and the right criteria is equal to a score of 0.|
|1.||Love for learning is developed in the child through intrinsic motivation & child centered learning.||3 2 1 0||Child is manipulated to study by punishments & rewards (extrinsic motivation) through pressure of exams and HW deadlines. Syllabus & knowledge of teacher are burdened on the child (teacher-centered learning).|
|Explanation: 21st Century system: Lessons, topics of study & concepts are built through the inquiry method – students learn first-hand in a real life context, and understand purpose of learning anything – this goes many times beyond the textbook. The methodology ensures that children develop 5 skills (& 38 sub-skills), 10 attributes, 12 attitudes more important than anything for success in life. The child becomes an independent learner, doing homework on his own, without any re-teaching required by the parent, tuition teacher or coach. Child learns almost five times more.19th century system: Syllabus consists of a limited knowledge, mostly to be memorized for passing exams and mostly forgotten after exams. To the child learning feels like a burden, so the system manipulates him through punishments and rewards. Child is in daily stressful conflict with the school system and adults; he begins to disrespect them. Because of high stress, he tends to depend on friends for emotional support, and the intent of going to school is more of meeting friends rather than joy & depth of learning.|
|2.||5 skills: research, thinking, social, self management, communication.||3 2 1 0||No focus on skill development|
|Explanation: Children starting school today are being prepared for life twenty years from now. A world where we cannot imagine what new careers and technologies will exist. Knowledge gets obsolete everyday. It is more important to have the skills to learn anything new on one’s own; and have skills to succeed during life in school and after school. The child needs to becomes a lifelong independent learner. In the 19th Century Educational systems recall of facts is still the most important creating undue pressure on kids and not really preparing them for life.|
|3.||No fear / hatred of exams or school||3 2 1 0||Fear and hatred of exams & school|
|Explanation: 21st century: Every activity and learning engagement is an opportunity for assessment. Assessment is a continuous process throughout the session. Self-assessment & peer assessment are also greatly encouraged as they are great learning experiences in themselves. The purpose of assessments is to pay attention to each child’s individual needs and improve. Assessment is a record of what each child has learnt and can do – skills, personal qualities and knowledge.
19th century: Purpose of exams is to find out how much the child has NOT memorized or cannot recall, and accordingly mark his rank in the class. Exam calendar and syllabi are fixed, irrespective of the fact that the child has not understood or completed the syllabus. Teaching by untrained parents creates even more stress. Constant comparison with other children, hurts the child’s self-esteem. Chronic stress shrinks the brain.
|4.||Self confident, independent & enterprising person||3 2 1 0||Depends on teacher / parent / institutions|
|Explanation: 21st century: A child can inquire, think and learn on his own., and therefore he faces every situation with self-confidence, independence, an open-mind, and high self-esteem. He does his home-work by himself. He takes help from others only as per his needs. 19th century: But when the child’s self-esteem is low, he acts on the basis of punishment or rewards given by others. He depends on adults’ approval & encouragement.|
|5.||Continuously trained teachers||3 2 1 0||Teacher trained once in life-time|
|Explanation: 21st century: 200+ hours of continuous world class in-school IB-Vidyatree training, skills learning and personal transformation through self-reflection by each teacher – these keep the teacher’s skills sharp and fresh. They continue to be alert to how to protect and develop every child’s intelligence. 19th century: The teachers are trained once in their lifetime and are not updated with latest methods and technologies. Teachers tend to get mechanical, boring and not understood by most children. Teacher pressurizes children & shrinks intelligence.|
|6.||Learns to listen, care for others & serve the world||3 2 1 0||Child is mostly concerned with own success, selfish goals|
|Explanation: 21st century: Child learns to unconditionally listen to others, have empathy for others, moral values and positive attitudes, as part of the daily classroom practices. Children learn in cooperative teams. 19th century: Moral science is another subject to be cram. The child is brought up to be self-centric and focuses only on his own life success, even at the cost of others.|
|7.||Child can communicate well||3 2 1 0||Child is not a good communicator|
|Explanation: 21st century: The child develops his own voice. He / she can speak fluent English. The teacher encourages each child to present his work, through powerpoint, poster, oral or project presentations, class debates, serve-and-return interaction between each child and teacher. 19th century: No independence of mind. What most children say or write is merely second-hand mimicking.|
|8.||Child loves to learn mathematics||3 2 1 0||Child fears mathematics|
|Explanation: 21st century: Maths concepts are introduced through real life problems. The conceptual understanding is built upon first-hand experience of the children. This way children enjoy doing maths and does so confidently. (Drills/practice sums are only done later for speed & accuracy.) 19th Century: It is done through forcing the child to memorize formulae and solving lots of sums mechanically or through imitation. Concepts are not built up and constant memorization and imitation makes the child hate mathematics.|
|9.||Child is confident of twelfth class exams, college entrance & career||3 2 1 0||Child and parents are anxious, as there is no self awareness|
|Explanation: 21st century: Children learn to reflect on their own nature, talents and skills. They prepare a portfolio for career planning based on their passions, skills, abilities, etc. The child learns how to succeed in exams, life and career.
19th century: As there is no self awareness and planning thereof, there is needless anxiety, failure and distress.
Please add the scores. If total score is between 22 to 27, then his time is well utilized at school. If between 14 to 21 then there is great wastage of child’s time and life. If he scores less than 14, then the child’s school is playing merely a custodial role, and much learning time is being wasted. He/she needs regular re-teaching at home, by untrained parent or tutor, adding to further educational stress – resulting in shrinking of the brain, low IQ, discipline and self-management problems.
Published in public interest, by Vidyatree Modern World College (VMWC), (formerly The Modern School), Sector ‘E’, Aliganj, Lucknow 226024. Founded 1979. Website: www.vmwc.in
Pioneer of world class quality; first school in India to get ISO9000 in 1997, first to get QCI accreditation in 2009, now first & only in Lucknow to be accredited to International Baccalaureate (IB), since 2013. There are 113 such top schools in India providing IB. For a full list see www.ibo.org