by CETEI_TISS
This series of podcasts are interviews with educationists and other stakeholders on different parts of the #NationalEducationPolicy2020. In these interview/conversation based podcasts, we will try to communicate what is salient, why we think it's important, what are the key gaps, and what it will take to implement the same. Previous podcasts: #edtechweekly, a podcast series from #TISSCOOL to listen to how #educators are responding to ed. challenges #TISSCOOL
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Publishing Since
6/4/2020
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December 10, 2020
<p>In the sixth episode of the podcast series on NEP 2020 hosted by Ms Dhipthi Dona, Prof. Mythili Ramchand and Dr. Radhika Misquitta take a look at the Inclusive Education section of the NEP 2020. </p> <p>The podcast begins with a brief contextualisation of the field of inclusive education in the country, followed by a discussion on the pros and cons of the policy. The episode overarchingly engages with the need for a plan of action that incorporates context specific systemic change. It also dwells into the other complexities that implicates the policy's implementation.</p> <p>Prof. Mythili Ramchand has led a number of collaborative projects and research studies in Karnataka. She has offered her consultancy to a number of organisations and been in the panel of committees on teacher education curriculum renewal & reforms. She is currently a member of the Institutional Advisory Board of Regional Institute of Education, NCERT, Mysore.</p> <p>Dr Radhika Misquitta is a founding member of The Gateway School of Mumbai (GSoM) and joined the team in 2011. Prior to joining GSoM, she has worked in India and the USA as a Teacher Coach and Special Educator for over 15 years.</p> <p>Dhipthi Dona J is a MA Education Student specializing in Edtech and Development policy at CEIAR, TISS, Mumbai.</p> <p><br></p> <p>Youtube <a href="https://youtu.be/tfo353hIj5Y">link</a>.</p>
November 3, 2020
<p>NEP is a seminal document and it requires a deep scrutiny and analysis from people belonging to all walks of life. Education cuts across our regional, cultural and any other differences and it's a common good which we all should be interested in. Apart from seeing India winning cricket matches, if there is one thing that everyone in India is aspiring for, is ‘access to quality education’. Unfortunately, there is a contrary fact which we also agree upon- that a large section of our population does not have access to quality education. Both of these facts have been beautifully captured by the NEP document.</p> <p><br></p> <p>"The gap between the current state of learning outcomes and what is required must be bridged through undertaking major reforms that bring the highest quality, equity, and integrity into the system, from early childhood care and education through higher education”.</p> <p><br></p> <p>NEP sets direction for India's educational journey in coming decades. It aims to transform the educational experiences of the millennial. But, when one looks for its provisions carefully, one finds the inherent contradiction between what it states to achieve and what provision it envisages. In reality, the process doesn't sync with the stated objectives. </p> <p>Here, we will look upon this phenomenon in context of school education and would particularly examine how teachers have been imagined in NEP 2020.</p> <p><br></p> <p><br></p> <p>Murari Jha is a Social Science Teacher in one of the Delhi Government Schools. Murari is an alumni of Jamia and TISS ( Mumbai) who has a strong belief in the democratic values . He practices critical pedagogy to enable students for a challenging role in the society. He has authored two story books that were Published by US based NGO: Room to Read. Jha has written and presented Paper at international conference (CESI). He is the recipients of teacher fellowship from Rrcee and maintains a blog titled- reflectivediary.com. </p> <p>Murari, at present is working as a Mentor Teacher in the Education Department where he supports his fellow teachers in improving the classroom pedagogy. He participated in the prestigious Teaching Excellence and Achievement Program during Spring 2018, where he visited George Mason University,VA USA. He has received a Special State Award from the Delhi State in 2017 for his contribution in the Education Sector.</p> <p>Currently , he is also pursuing his Ph.D .</p> <p>To contact Murari, e-mail at murarijha1984@gmail.com</p> <p>Arushi Bansal is a education enthusiast. With much affinity towards mathematics, she aspires to work on mathematics phobia amongst students. She is currently doing my masters from Tata Institute of Social Sciences, Mumbai with specialization in mathematics education, teacher education, ICT and new media and Education development and policy.</p> <p><br></p> <p>Youtube <a href="https://youtu.be/mPjNLfn3eLQ">link</a>.</p> <p><br></p> <p><br></p>
October 27, 2020
<p>In the fourth episode of the NEP Podcast series, Dr. Ruchi Kumar, Assistant Professor at Centre for Education, Innovation and Action Research TISS Mumbai in discussion with Soham Bhattacharya and Manvi Suyal, students of 2nd Year, M.A. Education, TISS Mumbai discusses the pros and cons of the recommendations of NEP 2020 for the structural changes in the Teacher Education system in the country. </p> <p>Dr. Kumar shares her insights about the section keeping in light the recommendations of Kothari Commission and the Chattopadhyay Commission. She draws upon the lack of linkage between content knowledge and pedagogical knowledge in teachers and the need for multidisciplinary teacher education institutions. She voices her thoughts on the effectiveness of the online teacher learning portals and extending the pre-service teacher education course durations from 2 years to 4 years as suggested by NEP 2020. While discussing the need for rigorousness of the teacher preparation courses, she also remarks on the NGO based teacher fellowship models being existent in schools and the silence of the policy on this models. </p> <p>Dr. Ruchi Kumar is an Assistant Professor at the Centre for Education, Innovation and Action Research, TISS Mumbai. She teaches “Pedagogy of Mathematics” and “Teacher Education” courses in MA Education (Elementary) and MA Education courses at TISS. She is currently the Math TPD lead in the Connected Learning Initiative (CLIx). At CLIx, she has designed and facilitated workshops for mathematics teachers and teacher educators in several states. She also leads the School Synergy workshop initiative for school teachers at the centre. Her research interests are around "Teacher education", "Math Education", "Science Education", "Use of ICT for teaching-learning process" and developing "Professional learning communities" or "Communities of Practice". </p> <p>Mr. Soham Bhattacharya is a 2nd Year, M.A. Education student at CEIAR, Tata Institute of Social Sciences, Mumbai. He He has specialised in ICT & New Media, Teacher Education and currently specialising in Education, Development & Policy and Mathematics Education. His research interest lies in Evaluation of Education Technology interventions, Teacher Education, Analysis of Education policies and Child centred learning etc. </p> <p>Ms. Manvi Suyal is a 2nd Year, M.A. Education student at CEIAR, Tata Institute of Social Sciences, Mumbai. She has specialised in Teacher Education and currently specialising in Education, Development & Policy. Her research interests are around Policy making, Organisational Behavior and Inclusive Education.</p> <p><br></p> <p><a href="https://youtu.be/jm4UdCTz5BQ">Youtube link.</a></p>
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This series of podcasts are interviews with educationists and other stakeholders on different parts of the #NationalEducationPolicy2020.
In these interview/conversation based podcasts, we will try to communicate what is salient, why we think it's important, what are the key gaps, and what it will take to implement the same.
Previous podcasts: #edtechweekly, a podcast series from #TISSCOOL to listen to how #educators are responding to ed. challenges #TISSCOOL
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