Difference between revisions of "In Focus"
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| − | # | + | #Article on CCE - The [http://thehindu.com/opinion/op-ed/right-to-education-act-beyond-the-passfail-binary/article7608382.ece |
| − | + | article on CCE by Rohit Dhankarji], Azim Premji University 'Beyond the pass-fail binary' says "...The curriculum and syllabi will have to assume a “learning continuum” rather than a “learning ladder”. A continuum imagines a curve of learning, an individual path taken by each child, which does not necessarily have any time-bound milestones. The knowledge, skills and values in the curriculum and syllabus may be organised sequentially, but no year-wise rigid packaging can be admitted. In the learning ladder paradigm, on the other hand, the curriculum and syllabus are neatly organised in yearly packages, which we call grades or classes, to be learnt in one year. Exams may come during the year, but results are aggregated at the end and the decision on whether sufficient learning has happened is expressed in the form of a pass or fail. In case of failure, the whole chunk has to be learnt again; in case of a pass, no further opportunity to strengthen learning in the already covered areas is needed..." | |
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| + | [http://karnatakaeducation.org.in/KOER/en/index.php/Koer_wiki_help KOER Wiki Help] | ||
Revision as of 06:55, 12 September 2015
- Article on CCE - The [http://thehindu.com/opinion/op-ed/right-to-education-act-beyond-the-passfail-binary/article7608382.ece
article on CCE by Rohit Dhankarji], Azim Premji University 'Beyond the pass-fail binary' says "...The curriculum and syllabi will have to assume a “learning continuum” rather than a “learning ladder”. A continuum imagines a curve of learning, an individual path taken by each child, which does not necessarily have any time-bound milestones. The knowledge, skills and values in the curriculum and syllabus may be organised sequentially, but no year-wise rigid packaging can be admitted. In the learning ladder paradigm, on the other hand, the curriculum and syllabus are neatly organised in yearly packages, which we call grades or classes, to be learnt in one year. Exams may come during the year, but results are aggregated at the end and the decision on whether sufficient learning has happened is expressed in the form of a pass or fail. In case of failure, the whole chunk has to be learnt again; in case of a pass, no further opportunity to strengthen learning in the already covered areas is needed..."