CIOInsider India Magazine
What Education Really Means in this Tech-ade
Satish hails from a rich professional background of leading businesses in global markets with an established track record of growth. Today, he is on a mission to establish a strong ecosystem that supports students in learning to get ready for the times ahead.
Have you ever thought why, despite producing the world's most brilliant minds, India's educational system has massive shortcomings and struggles? Although there have been significant improvements in the nation's educational system, there are still a lot of challenges. Debunking these issues through an insightful conversation with CIO Insider is Satish Jha, Chairman, Edufront Technologies. Satish discusses the disparity between students and teachers in this technology era, governmental policies, and the true meaning of learning. Below are the excerpts from the exclusive interview.
What are some of the challenges of this technology-focused era, particularly regarding students and teachers?
There is a considerable disparity between students and teachers regarding the use of technology. Many teachers appear disengaged and often prefer to avoid technology if possible. In contrast, students show a strong willingness to adopt technology, even when it's mandatory.
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I believe that teachers might be apprehensive about an increase in their workload and the necessity to learn new skills. Regrettably, very few educators seem genuinely enthusiastic about these advancements, which poses a significant obstacle.
In India, we often struggle to comprehend how technology can be leveraged on a larger scale for business purposes. Nearly every tech company in India has pursued investment but has not managed to achieve the expected returns for investors. Numerous companies that received between Rs.500 and 700 crore rupees from investors have barely managed to generate two crore rupees in earnings. Edtech companies can hardly sustain themselves without external funding, as most do not earn revenue from students or schools besides those that supply devices.
What are the solutions for bridging these identified challenges?
Developing a viable solution necessitates a considerable amount of dedication, expertise, experience, and insight into the educational sector, as well as an understanding of the various technological capabilities. Regrettably, there are currently no organizations that combine these aspects effectively. Schools are typically too small to employ the required specialists, while technology startups often find it challenging to grow sufficiently to scale.
In my opinion, creating a robust software application that adequately supports the school system—facilitating ease for both educators and learners—will demand a vast amount of time and nearly one billion dollars in investment, which cannot be shouldered by a single company.
Businesses should concentrate on delivering learning results. For instance, if a company approaches a school, it should not market hardware, software, assessments, or devices. Instead, it should highlight how it will achieve the intended learning outcomes. This strategy entails not only supplying the necessary tools or software but also assigning dedicated personnel to the school.
I think that until we possess the expertise, experience, and competencies needed to create a billion-dollar application and ecosystem for education within schools, this should be the proposed way forward.
What kind of interventions should the government make?
I think the government tends to place significant importance on certifications and degrees. This viewpoint shapes every policy they implement, often leading to new challenges.
Regardless of the policies proposed by the government, they will always represent a limited approach to education and will not deliver a comprehensive solution. Crafting effective educational policies is a daunting task for any government. A prime example of a successful policy from 15 years ago was the ‘one laptop per child’ initiative, which aimed at supporting both teachers and students in their learning while tackling various educational challenges.
Without establishing an educational framework where teachers learn from the queries posed by students and where students are encouraged to ask questions without fear of being dismissed, the educational system will not achieve its maximum potential for creativity and innovation.
Conventional education often fails to equip individuals for future-oriented thinking. On the other hand, learning creates a basis for creativity, innovation, problem-solving, and critical thinking. Although we may grasp these ideas conceptually, we frequently find it challenging to implement them in practical situations.
When it comes to education policy, this issue becomes even more evident. As individuals enter government positions, we often tackle problems with a sense of power and authority, which can result in insufficient criticism of governmental actions. While governments may be proficient in steering established industries, they frequently lack the nimbleness required to modify policies that adequately support the education sector.
What is the future of school education in India?
The private sector generally begins focusing on low-risk areas and progressively broadens their scope from there. Their efforts in coaching and tutoring have been particularly pronounced due to the financial incentives involved. However, coaching barely attempts to resolve underlying issues.
Coaching aims to resolve challenges that may be too far gone to fix. On the other hand, tutoring offers slightly more advantages as it often fosters a personal connection. Yet, even tutoring has its limitations. It usually concentrates on aiding students with answers to outdated questions, which does little to promote critical thinking regarding the subject matter.
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Without establishing an educational framework where teachers learn from the queries posed by students and where students are encouraged to ask questions without fear of being dismissed, the educational system will not achieve its maximum potential for creativity and innovation. While current opportunities exist, the private sector is ready to expand and evolve, leading to the creation of numerous schools equipped with improved facilities. In the long run, these developments will enable students to think on a broader, global scale.
Furthermore, children are restricted from venturing beyond the prescribed curriculum, meaning they seldom have the chance to become what they aspire to be. Although they may excel academically and perform well on tests within the current framework, they are likely to miss the opportunity to fulfill their true potential.
