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An Interplay Of Education And Technology

We have mentioned below some of the key aspects of the policy dealing with technology.

Primary Education

The policy recognises the importance of technology in aiding teachers, bridging the language barrier between teachers and students, creating digital libraries, popularising language learning as well as ensuring greater access to education (specifically for differently-abled children). It is also proposed that coding be introduced in school curriculums as an important skill that students must develop. The policy also notes that technology can be an effective tool in facilitating teacher education and encourages the utilisation of technology platforms for online teacher-training.

Professional and Higher Education

The need to embrace technology in professional education (legal/health) as well as the incorporation of technology to expedite the aim of achieving 100% literacy (by introducing quality technology-based options for adult learning) has also been put forward.

The policy recognises the importance of technology in addressing various societal challenges and seeks to promote interdisciplinary research and innovation. For instance, Higher education institutions have been encouraged to set up start-up incubation centres and technology development centres, and a National Research Foundation is also proposed to be set up to cultivate a culture of research. The policy envisages the establishment of the National Educational Technology Forum, which shall operate as a platform for free exchange of ideas on the use of technology to enhance learning, assessment planning and administration for school and higher education.

Administration of Education

The creation of the Academic Bank of Credit to digitally store academic credits earned from various  HEIs to facilitate the grant of degrees based on credits earned over a period of time, is also a progressive step introduced by the policy.

An interesting facet of the policy is its focus on utilising technology to ensure efficiency and transparency of regulatory bodies such as the State School Standards Authority, the Higher Education Commission of India as well as its four verticals – National Higher Education Regulatory Council, National Accreditation Council, Higher Education Grants Council and the General Education Council.

Adapting to AI

The policy recognises challenges arising on account of the widespread use of artificial intelligence and highlights the need to adopt changes occurring on account of increased use of AI across sectors. It has tasked the NETF with identifying and categorising emergent technologies based on their ‘potential’ and ‘estimated timeframe for disruption’ and to present a periodic analysis of the same to the MHRD, who shall then formally identify such technologies which require appropriate responses from the education system. In light of the emerging ‘disruptive technologies’, the policy is pioneering as it notes the need to generate awareness as well as conduct research on various aspects of the emerging disruptive technologies, including concerns pertaining to data handling and protection.

Digital India

The policy calls for investment in digital infrastructure, development of online teaching platforms and tools, creation of virtual labs and digital repositories, training teachers to become high quality online content creators, designing and implementing of online assessments, establishing standards for content, technology and pedagogy for online teaching-learning. The policy envisages the creation of a dedicated unit for the purpose of devising the development of digital infrastructure, digital content and capacity building to supervise the e-education needs of both school and higher education.

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