Vijayalakshmi Mohan writes for The Bastion just how far we have come in supporting in-service teachers in primary schools in their continuous professional development.
In the second part of the series, Srivathsan Ramaswamy writes for The Bastion on the different ways in which the Centre and states can tackle curriculum design to benefit public school students.
In the first of a two-part series on curriculum design in India, Srivathsan Ramaswamy writes for The Bastion on why and how textbooks fail to meet the standards of ambitious education policies.
Part 2 will delve into the nuances of the lifetime human need for education, from the perspectives of equitable delivery and uniformity.
In the preceding article, we proposed that a well designed and equitably delivered education system could become a key
“Why so serious?” asks an iconic villain, right in the middle of several intense settings in a Hollywood movie that came out not so long ago. “Let’s put a smile on that face,” he adds, and carries on with his
The pandemic has led to the abrupt closure of schools and has left millions of teachers and students in a lurch regarding continuing education. In order to bridge the gap of teaching and learning, the entire world seems to have
If someone asks me whether I am a storyteller, I’d say no.
Truth is, stories pervade the cracks of all our everyday lives. We narrate incidents, needs, and hopes, amusing and informing anyone who would listen. Almost unconsciously, our brains stitch
When murmurs around lockdowns and slowdowns started doing the rounds in India around early March, I must admit I was in denial. Or perhaps it was the eternal optimist in me that believed that it could not get as bad
Nobel Prize winner Amartya Sen has catapulted our understanding of welfare economics through his seminal work on capabilities. He argues, first, that poverty is multidimensional and second, that freedom from poverty can be obtained only when people’s capabilities are enhanced;
Multigrade classrooms, for many of us, is like an exception to the standard monograde classes. My belief in this, however, was challenged when I started observing classrooms as a part of my work and realised that 8 out of 10