Information & Communication Technology (ICT) is one of the most powerful technologies ever developed by humankind. It has drastically changed the way we do things, the way we communicate and even the way we think.
ICT is supposed to be an amalgamation of communication and computing technologies and more often than not the abbreviation ICT4D is used in the context of using such a convergence to facilitate development. Even if we leave this strangely ambiguous statement aside, the single most important feature that the declaration lacks is the action plan to take it forward. I see a declaration as more of a mere PR exercise than an actual roadmap or, guide to implementation and sustaining the deployments.
A barrier to the adoption of Free and Open Source Software technologies in education and especially basic primary education is the mixing of the concepts of FOSS-for-Education and FOSS-in-Education. And inevitably, any discussion of FOSS and Education leads to a discussion, often misinformed, about the ways to improve the system. The root cause is often neglected – the lack of books/reading material/content that are necessary for anyone to actually adopt a methodology/pedagogy that is based around FOSS toolkits and stacks. If you pick up any book it would be obvious that there is a massive proliferation of non-FOSS technologies and terminologies in them. The change in terminology is fairly important as well – that leads to recognition of name and which in turn leads to awareness.
There is another somewhat odd aspect that I notice. FOSS concepts and discourses are being increasingly influenced by political currents. And, adoption of them are also depending massively on state-level political support. The potential downside of this is course that if political equations change, the discourses and deployments are also prone to get changed. Where would that leave us ?
Â
]]>Any functional education system has to provide the participants with the tools and constructs that allow them to have independent streams of thought. While it teaches the formal discipline and rigor needed to pursue new topics, its scope should ideally encourage original thought. More importantly, it should encourage creativity, be intolerant of casual approach and, be ruthless in demanding excellence.
The problem is that reality isn’t always like that. There are a significantly high number of education institutes, some of them of past repute, who are sliding down the slippery slope of mediocrity. This fall is aided by the fact that the “education system” doesn’t lend itself well towards measuring the quantum of knowledge passed on to the students by the educators. And, it is compounded by the sad truth that the prolific growth of institutes have encouraged a somewhat exponential fall in the quality of the staff. The final nail in the coffin is the datum that the system of measuring “education” is around the results of an examination. The fact that the examination pattern does not encourage “thinking” is somewhat of a greater problem.
It is true that the better educators have not involved themselves within the system as much as hoped for. It is also true that the students have been lax in bringing themselves up to speed. The refusal to be aware of whom to benchmark themselves leads to a sort of navel gazing that is self-destructive at best and, a society-exploder at worst. With the current trend of public-funded schools not getting the number of teaching posts at the expense of wider inflow of private education (both at primary and, higher education levels), it does mean that the situation is possibly going to take a larger turn for the worse – a significantly higher section of the school-ready population is going to be unable to get decently functional education.
I don’t have any solution. That rankles. I do observe with rising alarm the somewhat inevitable slide. That needs to change.
The post is brought to you by lekhonee v0.7
]]>The Fedora Education SIG seems to have a slightly different approach and, a different objective. Especially the part:
The Fedora Education Spin is the number one goal right now and includes software to use it as a terminal server client. In parallel some SIG members work in integrating K12LTSP into Fedora. Once that work is finished it remains to be seen if we integrate that work into the Fedora Education Spin.
It would be good to try and see if a Fedora based release can be done which gets installed out-of-the-box and, somewhat along the lines of this blog entry, wrap meta-data around the applications so that it becomes relevant to the target consumer. There are a couple of hops to go before LTSP and such can be packaged into a complete ‘solution’ that comes preloaded with relevant content. Getting the bits out there for playing would also allow a lot of volunteer driven innovation to land up and enhance the process.
I guess I am talking more about the modular breakdown of competencies that allow a larger group of people to start contributing in whatever way they can. Having such a bit would help in FiE and OCiE as well. Ideally, this could be something that is possible to be explored by any upstream project irrespective of whether it is a distribution. So, let’s say a GNOME-Edu compose set that let’s one package a lot of educational applications using GNOME bits to make it available as a functional-out-of-the-box installation.
]]>He goes on to add that India doesn’t cut a dashing figure in the Scopus Index as well.
There would be more such numbers available to show that
State run/sponsored/funded schools still take in a large segment of the student population. And, various schemes notwithstanding, the schools have a systemic problem in terms of delivery of content and availability of teachers.
]]>