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The Indian Express looks at a draft of the National Curriculum Framework of India, which modifies the current system of rote learning and separation of the sciences and engineering from the humanities and liberal arts subjects. The current system leaves the students at secondary level lacking the foundational skills for a modern economy. NCF tries to address this. In line with the multidisciplinary approach taken by the National Education Policy (NEP) for India in 2020, the NCF encourages students to develop multidisciplinary thinking skills by mixing arts subjects and humanities with science subjects and math. The NCF proposal is to assess students in grades 10 through 12 over 4 years and not one board exam every year. This fits in with NEP's vision for a 'holistic" education.  The NEP "envisions a reenergizing and complete overhaul of the higher education system including moving towards a more multidisciplinary undergraduate education." The NCF takes this to the school level. Indian Express points out that combating climate change for instance requires a knowledge of science and manufacturing, but also of politics, sociology, economics, and other disciplines. The significance of humanities in the Fourth Industrial Revolution is shown by many research papers, says this editorial.  To avoid rote studies and memorization instead of critical thinking skills, the NCF sees room for play, activity, discovery and discussion based learning. ...

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Larger investments are needed in science and technology development, and in research and development, secondary and higher education, says Naushad Forbes, for India to reach its potential. He says industry has been too timid when it comes to setting goals for design, innovation, and research and development. He calls for a listening society and culture that is open to to outside ideas, continuously makes connections with the outside world, and is keen to apply new ideas learned in the interactions.

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Baden-Powell was founder of the Boy Scouts which has given millions of boy scouts throughout Asia, Australia, Africa, Latin America and North America a sense of purpose when they were attending elementary and secondary school throughout the twentieth century. For girl scouts it added confidence to girls and enabled them to grow in many ways.  So it comes as a surprise that Baden-Powell is seen in this way. Gandhi never questioned British rule directly during the period when he fought for human rights in South Africa during the period 1893-1915. During the Boer War in 1900 Gandhi volunteered to form the Natal Ambulance Corps that as stretcher bearers helped treat British soldiers in the Boer War. He was given the Queens South Africa medal. In the Zulu war he repeated this by being part of the ambulance corps supporting British troops, but also treated Zulu wounded. Gandhi acted as a loyal part of the British Empire and throughout most of the period into the 1920's acted with loyalty to the British Empire. Few questioned British rule at the time, and Gandhi followed Gokhale's advice in 1915 as he returned to India at the age of 45. Gokhale was a moderate who accepted the British rule in India and sought provincial assemblies and self-rule under the British Empire. Gandhi's whole thinking was shaped by British traditions, British laws, British democracy, having attended a British school in Rajkot, Saurashtra province of Gujarat state. The letter helping him make his move for education as a barrister in England came through the British political agent in Rajkot, who was a friend of his father, the Diwan of the princely state of Porbander, Gujarat. Even Swami Vivekananda was helped by leaders of princely states in Saurashtra who pledged loyalty to the British Empire in India, one of whom was a close friend who helped Vivekananda come to America. It may be too easy to look back and make everything look good, when in reality it is complex, but yet ordinary human beings are in search for the right path. As Vivekananda's guru said you will still get there but "it is good to travel by a clean path." I visited the Gandhi home and museum in Porbander in September 2019. Driving in along the Saurashtra, Gujarat coastline we hit a rainstorm and when we reached the home it was in heavy rain. After visiting the home I went to a small bookshop in the museum and came across a copy of a small book Gandhi wrote in 1910 on a steamship back to South Africa from London, with the title- "Hind Swaraj or Home Rule." That little book written in the form of a dialogue between the reader and the editor by Gandhi amazes me as it was the basis of the movement after 1915 all the way into the 1930's. His clarity of thinking and his sincerity and steadfast purpose was such that it stood the test of time. Gandhi even goes as far as to say the English did not take India, India was given to them, given to English traders as Indian princes vied with each other for the favor of Company Bahadur, British forces designed to protect the East India Company's warehouses. That they remained in India for the purpose of trade and Indians helped them to do so. To blame them was for Gandhi to perpetuate their power. For him British arms and ammuniton were perfectly useless.  Gandhi writes this dialogue about Gokhale in the book which is worth reading at this time, as it was in 1910. Reader: Gokhale has constituted himself a great friend of the English, he says we have to learn a great deal from them, that we have to learn their political wisdom before we can talk of Home Rule. I am tired of reading his speeches. Editor: If you are tired it only betrays your impatience. We believe that those who are discontented with the slowness of their parents and are angry because the parents would not run with their children, are considered disrespectful to their parents. Professor Gokhale occupies the place of a parent. What does it matter if he cannot run with us? A nation that is desirous of home rule cannot afford to despise its ancestors. We shall become useless if we lack respect for our elders. only men with mature thoughts are capable of ruling themselves and not the hasty-tempered. Moreover how many Indian were there like Professor Gokhale, when he gave himself to Indian education? I verily believe that whatever Professor Gokhale does, he does with pure motives, and with a view of serving India... our chief purpose is not to decry his work , but to believe that he is infinitely greater than we are, and to feel assured that with his work for India, ours is infinitesmial."   ...

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Kerala state of 35 million people who speak the language Malayalam, is one of the rare places today that has only 4 deaths from coronavirus, 524 cases confirmed and no community transmission. Here the Guardian looks at the reasons why. The Health minister KK Shailaja started very early on January 23, with a meeting of her rapid response team when the virus was still in China.  She setup a control room and instructed Kerala's 14 districts to do this on Jan. 24. When the first case arrived on Jan. 27 on a plane from Wuhan, Kerala had already adopted the WHO  protocol of test, trace, isolate and support. These passengers were checked for temperature, tested and quarantined. With some at a nearby hospital and others in home isolation. This is all the more amazing considering that Kerala is a state in southern India on the west coast that has a large number of people living and working overseas. Many are in the Gulf countries and the arrival of these refugees could have triggered a second outbreak. This was prevented by careful testing, and contact tracing of clusters.  When one group was evasive and concealed information from an airport surveillance team -arriving from Venice, Italy,  in late Feb- a case was detected back to them.  Contact tracers tracked down all of the hundreds whom they had been in contact with and quarantined them.  By 23 March all flights to 4 Kerala airports from overseas were stopped, including Cochin and Trivandrum. On March 25 India went into lockdown.  Some of the achievements in Kerala include quarantining 170,000 people early. with strict surveillance, which is now down to 21,000. Accomodating and feeding 150,000 migrant workers from other states, before returning them on charter trains to their home areas. A big reason for the success is the high literacy rate in the state. A big emphasis on education and healthcare is a part of the Kerala model. Shailaja is a secondary school teacher, and Health minister. From the days since independence of India in 1947 the state has a strong socialist tradition of taking care of the basics- health, education and public services. It also generates a part of its GDP with income from workers who are overseas.  Another reason for the success in dealing with coronavirus is experience. The state had a virus epidemic called Nipah in 2018 which has become the story for a movie called Virus in Malayalam. There is decentralized public health system in the state and people value their health care facilities, understand and trust the health care authorites. There are hospitals at every level of administration and 10 medical colleges. But trust and education, experience tackling the virus before, are key. Kerala is showing that poor countries can deal effectively with the virus, and create a better life by adopting the right model of creating good societies that value education, healthcare services, better economic structures and distribution of wealth, and  a degree of trust and responsibility found in a state that values public spiritedness. ...

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India's demographics show one startling fact. By 2020, the average age of Indians will be 29. This is happening just as the rest of the world is aging very fast. In the next 15 years India will have 130 million more people in the 20 to 49 age group. This compares with a shrinking in population of 100 million in that age group in developed countries and China, according to the U.N. Population Division. The problem facing India is malnutrition that runs as high as 43% for children with half the mothers anemic, weak educational system at the primary and secondary school levels especially in the government run schools, lack of good governance in the most populated states such as Uttar Pradesh in the Ganges plains which has 200 million people, the consequent overburdening of cities which have no plans to manage the migration of the rural poor to the cities. India has to find ways to fill the huge gaps in getting better nutrition, education, dignity and sense of opportunity, and work for the growing numbers....

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Paul Peterson, a professor who heads the Program on Education Policy at Harvard, says that public school education has not done as well as private or charter school education. In two areas character or values, and school discipline, public schools lag far behind private schools or charter schools. Private schools score 59% and 46% in these two areas, public schools lag far behind at 21% and 17%, in the 2016 Education Next Survey, says Peterson. He says by appointing Betsy DeVos as Education Secretary, the Trump administration sees the need to think how public schools can benefit from improvement in these areas.

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Currently Asian-Americans make up 62% of students at top high schools in New York. Mayor Blasio aims to give 20% of the seats to students who almost reach the qualifying scores on an entrance exam for Stuyvesant and seven other specialized high schools. Under Blasio's plan Discovery program for economically disadvantaged students would get 800 of the 4000 specialized high school seats for ninth graders in fall 2020 up from 250. 

Another view is presented by Parenting While Black organization of low income parents and children, who say that more important is to improve the quality of education for the city's 1.1 million students and start at the early grades. They see the high school debate for these 7 specialized schools as taking attention from the real problem to focus on s small sliver of students. The mass of students, the vast majority, they say are left to dangle in the wind.

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At Stuyvesant, the most selective of New York public schools the student body is 74% Asian, 19% WHite, 3% Latino, and 1% African American. Mayor Blasio of New York is using the Discovery Program to limit the entry to the program which accounts for about 5% of the overall admissions to kids from schools that have a poverty rate of 60% or higher instead of to economically disadvantaged children in the city.  Two views are presented here. One that of the New York schools chancellor, Richard Carranza who says "I just don't buy the narrative that any one ethnic group owns admissions to these schools." Mayor Blasio of New York says that only 10% of Black and Latino students get offers from the specialized high schools even though they account for nearly 70% of the city's high school population. The other view is that the state is failing in its secondary schools system because New York state tests show only 47% of the city's third through eighth graders proficient in English and 43% in Math, with the number for Black and Latino students dropping to 34% for English and 25% for Math. This means about half or two thirds of New York state's school children cannot read proficiently and the numbers decline with socioeconomic conditions. Even Mayor Blasio is working at the fringes as the problem is deeper and needs to be fixed at another level than by tweaking which segment of the economically disadvantage children should have access to the best schools such as Stuyvesant.   ...

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Arne Duncan describes the improvements in K-12 education in two regions of the U.S.- the District of Columbia and Tennessee between 2011 and 2013, shown by the 2013 National Assessment of Educational Progress (NAEP). The hard work of educators, parents and school officials is paying off and offers examples for other parts of the country, says Duncan. Lessons include facing the facts, not dumbing down by setting low standards. With higher standards Tennessee students were only 34% proficient in math and 45% in reading compared to the 91-92% with lower standards. Republicans followed up on the work of Democrats in the state. Soliciting feedback from critics and experts- the feedback was used to improve systems and learning to help teachers and students. Schools chancellor Kaya Henderson says improving teacher quality was critical, and so was academic rigor. Still Duncan says more needs to be done, this only shows the right direction for states lagging behind, and one should not get complacent. The other areas college enrollment and dropout rates need to be followed carefully. International PISA results still show the U.S. at 27th in math and 14th in reading of 65 countries- making this only the beginning in setting the future course for U.S. educational improvements....

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The National Assessment of Educational Progess (NAEP) test scores in the U.S. for K-12 show a lack of progress since 2013. Scores for math and reading dropped for 8th grade students, and scores for reading were stagnant while dropping in math for 4th grade students. The test scores reflect progress in rural, suburban, urban environments, for communities that are affluent, less affluent and poor, different ethnic backgrounds. The test started in 1990 is the only one measuring national progress. The new results of NAEP are on a scale of 0 to 500, and show that in 2015 64 percent of 4th graders and 66 percent of eighth graders were not reading proficient, 60 percent of 4th graders and 67 percent of 8th graders were not math proficient. Massachusetts, Vermont, New Hampshire, do much better in the tests than Mississippi and New Mexico. Experts say a state to state comparison should separate the non native English speaking students from native English speaking, especially in states like Texas. With about two thirds of students failing the math and reading proficiency levels, growing proportions of minority Hispanic students in many states, larger proportion of less affluent students, the tests show the challenges facing America's K-12 education even after the changes introduced by Education Secretary Duncan since 2008....

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Mills and Ottino point out that as in 1912 the U.S. is on the cusp of a revolution induced by new technologies on the horizon. Then it was electrification, automobiles, the telephone and radio. Now it is cloud computing (big data), smart manufacturing and wireless. Ottino is Dean of the McCormick School of Engineering and Applied Sciences at Northwestern University, Illinois. He describes the changes that smart manufacturing and new metal alloys can bring in manufacturing. America's unique advantages- its educational system, its open and youthful culture and better demographics, that position it to realize serious gains through technological change. Similiar advantages exist with educational systems and the spirit of innovation in Europe. On another dimension the huge increases in connectivity, cloud computing, and precise instantaneous language translation have the potential to bring closer the peoples of Asia, Africa, Europe, Latin America and North America, creating a sociological revolution on how people think and act across regional boundaries....

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Prof. Peterson of Harvard and Hanushek of the Hoover Institution, authors with Woessmann of the book "Endangering Prosperity: A Global View of the American School," offer some startling reminders about the importance of education to economic growth and incomes in countries. Simply by raising the math standards in the U.S. to the higher standards in Canada would raise GDP by three fourths of one percentage point. One advantage that the U.S. enjoys comes from its good university systems, open markets, rule of law, tax rates, and open immigration policies, which give it about two thirds of a percentage point in higher GDP growth per year. The estimates are from the authors calculations. For the period 1960-2009, a period of rapid growth in Asian countries Korea, Taiwan, Singapore and Hong Kong, higher test scores in math and reading compared to the wrold average as measured by NAEP test and PISA, have led to 2% higher GDP growth. NAEP shows only 32% of U.S. high school students proficient in math compared to 45% in Germany and 49% in Canada and 63% in Singapore. By contrast to Korea and Taiwan, Peru, Argentina, the Philippines and S. Africa have about 2% less in GDP growth because of lower scores compared to the world average....

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Robert Gordon of Northwestern University describes the problems in American Education and how this is the first generation which will not do better than its parents in educational attainment. The cost says Gordon comes in lower potential economic growth rates.