Publications
Asset thinking: The mindset for inclusion
Despite the mandate on equity and inclusion both by our Constitution and legislature, the status quo in our institutions is far from inclusive, with few takers among the teaching fraternity. Most teachers view the resulting diversity in their classrooms as an impediment to achieving intended outcomes. A closer examination of the issue reveals a fundamental flaw in the way we approach inclusion and highlights the need to celebrate diversity before embracing inclusion. Read more about this here.
Going beyond Rote learning key for learning outcomes
As early as the 1960s, policymakers and experts recommended that exam reforms be made a top priority if we were to improve the country’s educational status and ensure better learning outcomes for students. Sadly, seven decades since Independence, we still grapple with issues of rote memorization, narrow and textbook-driven teaching, and testing that is limited to assessing knowledge and minimal skills. Read more about this here.
Don’t make NAS an exam in disguise
As we move towards adopting an outcomes-based education, there is a growing concern among all stakeholders about what students are learning at school. Therefore, the National and State Achievement Surveys (henceforth NAS/SAS) were instituted with…. Read more at: https://www.deccanherald.com/opinion/don-t-make-nas-an-exam-in-disguise-1198709.html
In pursuit of happiness at school
Jwairia Saleem, in Learning Curve, explores why and when happiness, a subjective concept, became the object of global and national concern to be fostered in schools. Read more about this here.