के सभी प्रकाशन Keerthana . बंगलौर , भारत

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https://avalanches.com/in/bengaluru__5_things_to_expect_from_education_sector_in_2021_1743799_18_06_2021
https://avalanches.com/in/bengaluru__5_things_to_expect_from_education_sector_in_2021_1743799_18_06_2021

5 things to expect from education sector in 2021

From technological advancements to hybrid schooling, here are some of the things one can expect from the education sector in 2021.

Education Technology:

Digital platforms came to the rescue as schools migrated to online learning as the new way of teaching-learning due to the pandemic.


A combination of synchronous and asynchronous methodologies using digital platforms and video-assisted learning has made online learning fun and collaborative for learners faced with challenging times and this trend is likely to continue ruling in 2021.


Personalised learning:

Due to remote learning, students are now learning individually. This has led to increased instances of personalized learning allowing educators to customize and personalize learning basis the needs of each student.


Hybrid schooling:

With countries deciding to open schools in a phased manner, the possibility of Hybrid Schooling seems to be an option that most schools across the globe are likely to opt for.


Hybrid schooling provides an opportunity to strike a balance between online learning and traditional classroom learning, thus making it more interesting and innovative. This fast-growing trend in education seems to be in tandem with the evolving situation across the globe.

Project-based learning:

For those schools that value and promote Project Based Learning (PBL), increased use of Edtech tools due to remote learning has provided the right platform for children to collaborate and work on projects in a group.It gave an opportunity to students to stay connected with each other and helped the teachers to facilitate curriculum delivery in a meaningful manner.

Although 2021 will see schools opening physically, flipped classroom methodology will come in handy in imparting PBL wherein the students work individually on a project and then brainstorm and ideate either in small groups in a classroom or during online learning.


Presenting the projects to brainstorm by using technology while working on the projects remotely, will make the entire teaching-learning process interactive and more meaningful.


Professional development of teachers

COVID -19 saw teachers stepping up their game and adapting to newer ways of imparting education by embracing technology. The learning curve has been pretty steep for teachers across the globe.


They have worked creatively, coming up with solutions to ensure that “Learning Never Stops”. Although they have done a marvelous job, they will need to be supported with a sound understanding of technology and its wide range to plug in the gaps that have been identified during the remote learning year of 2020.


COVID -19 crisis has stirred transformation in the education system and this is just the beginning


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https://avalanches.com/in/bengaluru__education_in_india_is_primarily_managed_by_staterun_public_education1743797_18_06_2021

Education in India is primarily managed by state-run public education system, which fall under the command of the government at three levels: federal, state and local. Under various articles of the Indian Constitution and the Right of Children to Free and Compulsory Education Act, 2009, free and compulsory education is provided as a fundamental right to children aged 6 to 14. The approximate ratio of public schools to private schools in India is 7:5. Major policy initiatives in Indian education are numerous. Up until 1976, education policies and implementation were determined legally by each of India’s constitutional states. The 42nd amendment to the constitution in 1976 made education a ‘concurrent subject’. From this point on the central and state governments shared formal responsibility for funding and administration of education. In a country as large as India, now with 28 states and eight union territories, this means that the potential for variations between states in the policies, plans, programs and initiatives for elementary education is vast. Periodically, national policy frameworks are created to guide states in their creation of state-level programs and policies. State governments and local government bodies manage the majority of primary and upper primary schools and the number of government-managed elementary schools is growing. Simultaneously the number and proportion managed by private bodies is growing. In 2005-6 83.13% of schools offering elementary education (Grades 1-8) were managed by government and 16.86% of schools were under private management (excluding children in unrecognised schools, schools established under the Education Guarantee Scheme and in alternative learning centers). Of those schools managed privately, one third are ‘aided’ and two thirds are ‘unaided’. Enrolment in Grades 1-8 is shared between government and privately managed schools in the ratio 73:27. However in rural areas this ratio is higher (80:20) and in urban areas much lower (36:66).[10]

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