Hi There,
Every established system in the country always attracts
severe criticism. The Indian Education system especially has been the target of
many allegations from students, parents and teachers. Students think they are
overburdened, teachers think they are not paid enough and parents want their
children to get 99.99%. Where does the buck stop?
Recently i have sawn so many institutions empowered with
new digitalized versions of their content, so many changes in the education
system. So many new technologies came into the market, all the technologies
main intention is to provide the rich quality, enhanced graphics and a lot options
to read, write and modify the given content. That’s really a great growth in
the educational system.
But how many are really trying to understand what exactly
a student need? Will the developed content has really that much worthy to reach
the student; was it really understandable by the student? Are we really going
down to student level and trying to develop the content in that way?
All are went into a race, to commercialise their products
and want to sale their content and be wanna number one in content providers
list…. Unfortunate thing is some of the companies are paying money to earn the
awards as a best content provider. Is that award is really that much worthy if
they pay the money for awards…….
Nelson Mandela says, “Education is the most powerful
weapon which you can use to change the world.”, so as we do believe in.
A change in the educational system presentation is inevitable
at the same time need to look into the quality, quantity and transparency in
the teaching methodology has to be taken care. Drastic changes in the system
are really appreciable.
Using the latest
technology like lappies, tablets, new smartphones are rocking in the market
with variety of apps which are smarter and informative. Even I am also
developing some of the apps witch will be runs over all these devices and more
informative for the users. Hope will come back with some other information on
the same.
