Globalization & Model of Learning revisited; school books


In keeping with the trend of students from remote
disadvantaged regions slowly overtaking those from
more endowed , “modern” societies –thanks to globally
improved communication & transmission of
knowledge/transportation of goods/people.

In India: students from educationally backward
Rajasthan (Kota), UP (Lucknow), Bihar and Assam etc
are slowly overtaking students from Delhi and other
metros in IIT, AIMS and other engg , medical and civil
services exams –just as
students from Indian metros are girding up to
challenge educational supremacy of students from
industrialized West.

From Kota alone about 500 students (out of total 2500)
got selected into IITs in 2000/01 –thanks to superior
teaching strategies of coaching institutes there -like . Similar is the trend for IAS,
AIIMS and medical exams.

The faster globaliation takes place – the faster will
rural/small town students from India overtake those
from Delhi/DC etc –unless those well placed students
gird up to meet the effeciency
/tenacity/industriousness of their “rustic”

This is not a challenge to John  Caroll's model of
Learning (his book – 1963) – but in keeping with it.
Those rural/rustic students spend more quality time on
learning and thus make up for the lack of backgorund
kmowledge (aptitude) = assuming both rural and
“modern” students have equal ability (IQ, EQ, talent
etc) and access to similar educational resources
(internet helps there).

But all else is NOT equal. US books focus on
visual/graphical as well algebraic skills (in Math
esp) whereas Indian ones only focus on algebraic
skills . US system seems more holistic giving better
understanding of the concepts–perhaps more useful in
higher level innovations in science/math.

Any comments?


School Books: US & India: Analogy

Indian ones (incl. privae publsihers & NCERT's) :

Old 14″ Black & White TV with sometimes hazy
transmission & occassional blackout due to electricty
failure.. No cable TV only direct transmission from
local TV tower – in 1970s era —-and sometimes mute
movies only (Charlie Chaplin era)

US ones: Color TV with flat screens and occasional
plasma tv like chapters/books –with cable tv and
on-demand (internet connectivity/linkage of chapters,
related VCDs, DVDs etc) with emphasis on baby-steps ,
detail, clarity, Dolby sterio /surround sound Home
Theatre system like feel.

NOTE: Ofcourse full color Home Theatre system cost a
lot more than the rickety 70s era B&W tvs ( and even
in US not every school district can afford for all ).

  Abstract  The Model of School Learning, first
published 25 years ago, has taken its place as a
useful guide in research on teaching and learning in
schools. The model accounts for variations in school
learning with five classes of variables, three of
which can be expressed in terms of time, the other two
in terms of achievement. Most aspects of the model
have been confirmed, although details remain to be
filled out by further research. Ways that the model
might be used to address current problems in education
are considered. The model's emphasis on aptitude as a
determinant of time needed for learning suggests that
increased efforts be placed on predicting student
potentialities and designing instruction appropriate
to those potentialities, if ideals of equal
opportunity to learn are to be achieved within a
diversity of educational objectives.

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