Comment by Riaz Haq on March 5, 2021 at 6:42am

#Indian-descent #Americans are taking over #US, jokes Biden. #Biden's remarks are being described as "head-turning" and "tone-deaf". He told #NASA's Mars Project Manager Swati Mohan: "We (in US) give people an opportunity to let their dreams run forward" http://toi.in/7kwWGZ/a24gk

Swati Mohan came to the United States when she was just one year old and grew up and studied in America.

Comment by Riaz Haq on March 6, 2021 at 7:16am

India's re-entry to PISA triggers mixed response

https://www.devex.com/news/india-s-re-entry-to-pisa-triggers-mixed-...


Anit Mukherjee, a policy fellow focusing on education at the Center for Global Development, told Devex that by having Kendriya Vidyalayas and Navodaya Vidyalayas schools take part in the test, the government is trying to have more control over the sample in the hopes of getting a better score. However, he said this is not unusual and that other countries have done the same.

“Learning outcome measurement across the world against a global benchmark is good … I would rather have India going to PISA in some way which is acceptable to both the government in India and OECD than to sit outside, otherwise we don’t have any comparator,” he said.

But even with its best government schools being tested, India is still likely to come near the bottom of the PISA table, according to Jishnu Das, education economist at the World Bank's Development Research Group. This won’t come as a surprise to the government, which is already aware of declining education scores over the past decade thanks to school assessments conducted by education research nonprofit ACER India, he said.

As a result, PISA may have limited value as the test has been most effective when its results have surprised a government — with “PISA shock” forcing them to institute education reforms, he said. This happened in Germany in 2001 and in Peru in 2012.

“PISA made a big difference in Germany, it really woke them up, but ... India is not going to be shocked when it comes near the bottom,” Das said. He added that “these international things cause some embarrassment in international circles but they [don’t] impact the discussion in India at all.”

A better method would be to apply PISA in each Indian state and rank them against each other, which would create more “debate and discussion,” he suggested.

India’s decision to rejoin a prestigious global education ranking has been welcomed by education experts as a positive signal, but some questioned whether the move will bring about meaningful reform.

In January, the Indian government announced its plan to rejoin the Program for International Student Assessment, or PISA, after a 10-year absence. The country dropped out of the ranking, run by the Organisation for Economic Co-operation and Development, in 2009 after being placed 72nd out of 74 nations.

India was competing against high-income OECD member countries but also non-OECD countries including Brazil, China, Thailand, Indonesia, and Vietnam. The government claimed the test was unfair because it had not been sufficiently adapted to the Indian context.

OECD and India have now agreed to try again and a group of 15-year-olds from schools across Chandigarh, the capital of the northern Indian states of Punjab and Haryana, will be evaluated by PISA examiners in 2021. India wants pupils from its system of central government schools, known as Kendriya Vidyalayas and Navodaya Vidyalayas, to take the test.

The government has said that participating in PISA will help to assess the health of its education system, motivate schools and states to do better, and improve learning levels across the country. The test will also move India away from rote learning toward more “competency-based examination reforms,” according to a press release issued for the official signing ceremony last month.

Comment by Riaz Haq on March 17, 2021 at 5:05pm

Cambridge International students excel in top Pakistan university entrance tests

https://www.cambridgeinternational.org/news/news-details/view/cambr...


Results from entrance tests at three top Pakistan universities have revealed that Cambridge International students perform exceptionally well and secure places on the courses they want to study at university.

Recent newspaper reports in Pakistan revealed the results of the competitive entrance tests for NED, Dawood and Karachi Universities, which students took between October and December 2020. They found almost 80% of Cambridge students passed the entrance tests for NED and Karachi Universities, and that rose to 100% pass rate, for Cambridge students sitting the Dawood University tests.

The results published by the universities themselves showed, of the 9,290 students taking the NED University entrance test exam, 54% could pass the test. Out of these, 552 were Cambridge students, and of those 78% passed the test.

The results were similar for Cambridge students sitting the Karachi University test. A total of 8,983 students took the test, of which almost 30% passed it. This pass rate rose to 80% when looking at the results of just the Cambridge students who took the test.

And in the Dawood University entrance test results, all 22 Cambridge students passed. The overall pass rate of the 2,809 students taking the test was just over 60%.

The results confirm that Cambridge qualifications, particularly Cambridge International AS and A Level, are good preparation for higher education, equipping students with the skills and knowledge they need to succeed at university and in their future careers.

It is also very encouraging to see that Cambridge students are doing so well in the highly competitive local universities entrance tests, as about 90% of Cambridge students in Pakistan go to local universities for higher studies.

To ensure the impacts of Covid-19, do not prevent Cambridge students from pursuing their further education plans, we have been working closely with the Federal Ministry of Education and Training in Pakistan. Together we have provided students with the help and support they need to enable them to progress with their education as planned. Subsequently, the Inter Board Committee of Chairmen (IBCC) confirmed that grades from the Cambridge International’s June 2020 series would be accepted by Pakistan universities in the same way as those from other exam series.

Cambridge International programmes help students to broaden their outlook, build life-long skills and instil principles and values deemed vital to help them succeed in further education and their future careers. Our programmes encourage learners to become confident, responsible, reflective, innovative, and engaged. Our curriculum and assessments are designed with these learner attributes in mind.

Comment by Riaz Haq on July 14, 2022 at 5:00pm

Speaking at the inaugural event of the new Infosys Science Foundation (ISF) building in Bengaluru Thursday, founder of Infosys Ltd Narayana Murthy stressed on the need to offer innovative and affordable solutions in science, mathematics and engineering to solve India’s “grand problems”.

https://indianexpress.com/article/india/india-still-a-long-way-from...

“Our country is making scientific and engineering progress. We have sent rockets and satellites into space, built dams, steel plants and have produced Covid vaccines. However, we are still a long way off from solving our grand problems of education, healthcare, nutrition and shelter for every one of our 1.4 billion Indians,” he said.

He added, “As people interested in science, mathematics and engineering, we must think about how they can solve our grand problems. The need of the day is for us to use the power of the human mind to find quick, innovative and affordable solutions to these and other major problems that our country is facing.” He added, science is a “front-line warrior” against solving the grand problems.

The ISF, which opened its physical space in the city Thursday, aims to facilitate opportunities for science enthusiasts, start-ups, companies, industrialists and students to exchange ideas and congregate to deliver science related speeches, presentations, workshops that addresses a larger social issue.

Kris Gopalakrishnan, the co-founder of Infosys, said, “Not many are utilising the advantage of Bengaluru’s capabilities in terms of tapping into deep technology and using the public spaces to exchange ideas. ISF wants to bring in the collaborative culture to utilise science and technology and work together in a public space. I also feel that we need to invest more money in research, wherein we need to increase spending from 0.7% of GDP to 3% of the GDP.”

ISF is also a foundation that gives the Infosys Prize to Indian scientists and scholars working on path breaking research in categories like engineering, computer science, mathematical sciences, social sciences, life sciences, physical sciences and humanities.

The inaugural event also featured a panel of students at various stages of their education and research careers who spoke about their aspirations and experiences in the greater Indian research landscape. A panel comprising Arundhati Ghosh (Executive Director, India Foundation for the Arts), Jahnavi Phalkey (Founding Director, Science Gallery Bengaluru), and V Ravichandar (Honorary Director, Bangalore International Centre) also discussed the importance of public spaces in enabling arts and sciences.

Comment by Riaz Haq on June 29, 2023 at 8:43am

Over 50% of #India's children can not read by age 10. Can India educate its vast workforce? #Education for most Indians is still at best unskilled. #Unemployed youngsters risk bringing India’s #economic development to a premature stop. #Modi #BJP https://www.economist.com/leaders/2023/06/29/can-india-educate-its-...

https://twitter.com/haqsmusings/status/1674441854136512513?s=20

As the rich world and China grow older, India’s huge youth bulge—some 500m of its people are under 20—should be an additional propellant. Yet as we report, although India’s brainy elite hoovers up qualifications, education for most Indians is still a bustUnskilled, jobless youngsters risk bringing India’s economic development to a premature stop.

India has made some strides in improving the provision of services to poor people. Government digital schemes have simplified access to banking and the distribution of welfare payments. Regarding education, there has been a splurge on infrastructure. A decade ago only a third of government schools had handwashing facilities and only about half had electricity; now around 90% have both. Since 2014 India has opened nearly 400 universities. Enrolment in higher education has risen by a fifth.

Yet improving school buildings and expanding places only gets you so far. India is still doing a terrible job of making sure that the youngsters who throng its classrooms pick up essential skills. Before the pandemic less than half of India’s ten-year-olds could read a simple story, even though most of them had spent years sitting obediently behind school desks (the share in America was 96%). School closures that lasted more than two years have since made this worse.

There are lots of explanations. Jam-packed curriculums afford too little time for basic lessons in maths and literacy. Children who fail to grasp these never learn much else. Teachers are poorly trained and badly supervised: one big survey of rural schools found a quarter of staff were absent. Officials sometimes hand teachers unrelated duties, from administering elections to policing social-distancing rules during the pandemic.

Such problems have led many families to send their children to private schools instead. These educate about 50% of all India’s children. They are impressively frugal, but do not often produce better results. Recently, there have been hopes that the country’s technology industry might revolutionise education. Yet relying on it alone is risky. In recent weeks India’s biggest ed-tech firm, Byju’s, which says it educates over 150m people worldwide and was once worth $22bn, has seen its valuation slashed because of financial troubles.

All this makes fixing government schools even more urgent. India should spend more on education. Last year the outlays were just 2.9% of gdp, low by international standards. But it also needs to reform how the system works by taking inspiration from models elsewhere in developing Asia.

As we report, in international tests pupils in Vietnam have been trouncing youngsters from much richer countries for a decade. Vietnam’s children spend less time in lessons than Indian ones, even when you count homework and other cramming. They also put up with larger classes. The difference is that Vietnam’s teachers are better prepared, more experienced and more likely to be held accountable if their pupils flunk.

With the right leadership, India could follow. It should start by collecting better information about how much pupils are actually learning. That would require politicians to stop disputing data that do not show their policies in a good light. And the ruling Bharatiya Janata Party should also stop trying to strip textbooks of ideas such as evolution, or of history that irks Hindu nativists. That is a poisonous distraction from the real problems. India is busy constructing roads, tech campuses, airports and factories. It needs to build up its human capital, too.

Comment