Sectoral Workshops - Education | Nava Karnataka 2025
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Sectoral Workshops - Education



Objective of the Workshop

The objective of the Sectoral Workshop was to bring together the various representatives of the industry and have them deliberate on the key sectoral challenges, the possible solutions and what could be the Vision for 2025.  
Time & Date:     10:30 – 16:35 Hours, 26th September, 2017
Venue:        JW Marriot, Bangalore
Mode of Meeting:      Focused
Anchored By:             Swami Vivekananda Youth Movement (SVYM)

Notes of the Meeting:

     Ms. Renuka Chidambaram, IAS, Principal Secretary & CEO, Vision 2025 Project Office briefed the participants on background of Vision 2025 document. She explained the approach for the visioning exercise, its objective and how this Vision Document will capture the needs and aspirations of different stakeholders including Citizens (Women, Youth, Senior Citizens, Vulnerable population etc.), Academia, Companies, Civil Societies, Government Departments and others.It was followed by the presentation from SVYM on the overview of Education Sector. Later, the participants were divided into groups based on themes to discuss on the topics.


1. School Education Sub-Group

3 Priorities
            Environment in which the child learns
            Availability of professionally trained facilitators

a) Early Child Education

Vision  Every child in his/ her age group should have access to a vibrant locally relevant ECCE where children get opportunities to socialize, interact and develop age appropriate   development milestones.


  •  Pre-service and in-service trainings for ECCE facilitators
  •  Focus on holistic development of child at ECCE (achieve age appropriate development milestones)– socio, emotional, cognitive, motor skills
  •  Transition from home-school is the focus of ECCE, make child school ready
  •  Focus on mother tongue and transitional strategy already included in ECCE policy document, supports out idea

b) School Education

Vision  Every child will be given foundation to become a self-directed life-long learner in a well facilitated learning environment.


  •  Greater autonomy for teachers in school processes with accountability.
  •  Sensitizing teachers to focus on learning rather than focusing on preparing them for examinations.
  •  Challenging students enough to attract them to school
  •  Greater emphasis to formative assessment
  •  Defining benchmarks for quality of education for each stage
  •  Medium of instruction – there was no consensus on the medium of instruction due to the complexity of the issue.  The system should encourage children to learning of multiple languages

c) Examination Reforms

Vision   A holistic system of assessment would be worked out that focuses on learning competencies which has very little emphasis on memory.


  •  Continuous comprehensive formative assessment would be strengthened at all levels by empowering teachers.
  •  Language competency of students would be enhanced through classroom processes by encouraging teachers to go beyond the textbooks, increase language resources and provide rich environment to learn languages irrespective of medium of instruction.
  •  10 years of schooling should become a foundation course and  should be a general education not necessarily focusing unduly on Science/ Maths

2. Higher Education Sub-Group
        Vision   A forward-looking higher education system to enable and empowering citizens to contribute effectively to societal development

a) Quality & Diversity in Courses
  •   Promote inter-disciplinary & varied course combination
  •   Curricular framework to be revised based on inputs from industry & students
  •   Promote practical / practice-based courses
b) Promoting meritocracy among teachers
  •   Pre-service & in-service teacher training is needed (teaching a skill even at Higher Education level)
  •   Research driven performance assessment of teachers
c) Linkages – Industry participation & PU
  • Promote the industry participation; CSR funding in the development of universities?
d) Equitable distribution of resources
  •   Creation of Centres of Excellence (CoE) esp. humanities, commerce, pure sciences
  •   State to continue sponsor higher education
  •   Skill development should be focussed upon

e) Appropriate Technology

  •   While we understand the importance of hands-on experience, access can be increased through MOOCs, e-platforms, simulators
  •   Administration could also be improved through use of technology
  •   Use of technology to promote students working on multi-disciplinary programs / projects across institutions; Reduction of use of TC / migration certificate etc.

f) Inter-sectoral coordination & Stakeholder participation

  •   Inter-departmental coordination through the setting up of a coordination council or committee; move away from specialised universities  multi-disciplinary universities
  •   PU education is also a stake-holder; regular consultation to exchange; school education should help the students learn “how to learn”
  •   Linkages within industry and student participation in feedback, policy design, could improve the course enrolment

g) Increase in enrolment esp. girls

  •   Improve the relevance of courses, focus on employability,
  •   Gender stereotyping – need for social awareness, safer & encouraging environment in terms of infrastructure & support

3. Teacher Education Sub-Group

Vision: Teachers as autonomous, empowered professionalsRobust, comprehensive teacher policy advocacy for teachers; Create greater awareness for teaching as a profession

a) Pre-Service Teacher Education

  •   Vibrant 4-year integrated programme; strong knowledge base, practice driven and exposure to innovations
  •   Common core curriculum
  •   Provisions for specialisations –pre-primary, curriculum development, assessment & evaluation, education technology support etc.
  •   Lateral entry provisions
  •   Strong linkages with universities and schools
b) Teacher recruitment
  •   Selection process
  •   Robust induction programmes
  •   Short term appointment – 5 years
  •   Salary parity across levels – pre-primary to senior secondary
c) CPD
  •   Provisioning for mobility / career paths
  •   Credit based CPD options – multiple modes of earning credits
  •   Renewal of teacher certification
  •   Systems and processes of CoP
d) Teacher Accountability
  •   Teacher performance standards that enable professional development
  •   Code of conduct

4. Distance Education, Online Education & Adult Education

Vision – Learn anywhere, anytime, anything

  •   Online multi-media platform providing learning opportunities for school drop-outs and students / teachers / individuals seeking specific skills
  •   Contextualised and validated content specifically for development of skills that are not available on already existing distance education models
  •   Content development & distribution – open source platforms

5. Leadership, Management & Governance


Establish a cadre of people & multi-level participatory structure and financing to assure contextually relevant, measurable outcomes in Education

  •   Managing the complexity of sub themes; Micro Revolutions at lower rungs for Macro Evolutions.
  •   Financing mechanism should by managed by system
  •   Contextually relevant and measurable outcomes
    •   HR is a challenge - who leads
    •   Evidence based decision making
    •   Inter-sector coordination
  •   SISLEP for cadre of creating educational leadership (it is selection based not promotion based); Continuous assessment of people - with exit level


a) Governance Sub-Group – Equity

  •   Graded representation from school to state (SDMC to include children)
  •   Taluk level mechanism - committee and chaired by TP and Executive officer (Multi stakeholder - departments participation)
  •   DERA (District Educational Regulatory Authority) role needs to be expanded removing regulatory but more as a steering committee
  •   Five cultural zone – Each zone should be represented and each should be represented


b) Governance Sub-Group – Technology

  • Quality of education
  •   Technology can facilitate data driven (evidence based) decision making process on Performance
  •   Student Achievement Tracking System needs to be utilized for decision making


c) Governance Sub-Group – Inter-sectoral Coordination
  • Gram panchayath take over the School level co-ordination at village level.
  •   Taluk and District boards
  •   Developmental commissioner (Revenue-Home-land, social welfare, RDPI, woman and child development, industry and skill, PWD, Labour)

6. RTE Provision

  •   2+10+2 – RTE amendment as an expansion of RTE
  •   Provide transportation - every gram panchayat runs one school
  •   Consolidation of Schools and Colleges as a RTE mandate

7.  Centres of Excellence

  •    Thrust on market orientation of Art and commerce courses with industry connect- Currently only Science courses are connected.
  •   Mechanism -academic accountability in terms of revenue model exposure