Philosophy of education in a new key: Future of philosophy of education

Education possesses the potential to combat the prevailing systemic inequities in societies through policy interventions aimed at creating inclusive societies. Several studies since independence have critically analysed the indifferent nature of the education system towards certain groups and sections. Despite a rights-based approach to educational access, the data still shows that some social, religious, economic groups and girls are striving for basic educational access. The silent arrival (without any political dialogue) and approval of NEP have left all to accept the policy as it is, leaving no room for any discourse (New education policy 2020: what is concealed and what is unveiled. The New Leam 20). The most recent data available at the national level (UDISE, 2018–2019) also confirms that irrespective of decades-old commitment to equitable education, the social, gender and economic gaps in the education system still exists. The major objective of this paper is to analyse the shift in policies relating to the educational statuses of disadvantaged sections of society in the Indian post-independent era with a major focus on NEP 2020. Primarily based on analysis of all the major educational policies, this paper tries to develop an argument around the policies and how far it has led to un-democratization of education by reinforcing the exclusion of certain groups from the education system. This has been substantiated by the secondary data, which categorically highlights the gaps which exist in the educational access by different groups. The findings reveal that the policies have played a detrimental role in intensifying the already existing inequalities. Further, the children who access and complete the school education constitute a homogenous group and not all children from diverse group enrol for and complete the education.

Section: Discussionmentioning

confidence: 99%

Education for social justice: A critique of national education policies of India

Saluja

2022

“…That is, the assessment should be designed to evaluate students’ performances or learning activities rather than their memories (see, for example, Wiggins, 1991). In fact, the notion of learning competitions or test scores as the quality standard is not only the catalyst for the existence of private tutoring but also the threat which erodes the foundation of public education for the public goods (Biesta, et al, 2021; Tesar, et al, 2021). That means meaningful construction of learning experiences has been often unheeded in the context of teaching-for-testing.…”

Section: Ngs Reform’s Impacts On Shadow Education: Key Lessonsmentioning

confidence: 99%

“…Simply put, when pressures of competitions and standards (e.g., examinations, school admissions) have become intense, shadow education is always there to temper such tensions. This narrative can reflect that the public education is likely to be in jeopardy as educators are favourably disposed towards the notion of education as competitions or standards rather than a preparation for living in society (Tesar, et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

New Generation School initiative in Cambodia: Revisiting its effects on shadow education

Nhem

2022

This article aims to address a puzzle of whether New Generation School (NGS) initiative has any impacts on the deep-rooted, vexing culture of shadow education in Cambodia. The purpose of the NGS project is to build good human resources with STEM knowledge, ICT, and 21st-century skills, all of which are the necessary commodities in this current fluid society. At the same time, it wishes to remove the ingrained culture of shadow education which is oftentimes offered from public school teachers to their own students. Thus, to realize the above objective, this paper reviews a policy document “New Generation School Operational Policy Guidelines, 2019” published by the Ministry of Education, Youth, and Sport (MoEYS) and other reports by Kampuchea Action to Promote Education (KAPE) organization. The analysis indicates that NGS has not entirely omitted students’ participation but has eliminated teachers’ engagement in shadow education—revealing its success in building teacher professionalism and effective school leadership, all of which are the complementary strands of school-level accountability and have been the conundrums in this context for many years. This article offers a nuanced understanding of shadow education as it steers the attention of policymakers and researchers in Cambodia and other contexts to look at the factoid of alternative assessments and school-level accountability—having implications on teacher and school leader professionalism and corruption—as the ways to penetrate shadow education.

“…For example, Western education that pursues the educational philosophy of liberty, multi-culture, and multiethnic has to face a shortage of international students and has to redesign its education system toward individual learners, etc. ( Tesar et al, 2021 ). Japan with an education that pursues the 21st-century educational philosophy of “ building a society with a harmonious development of family – school – society and harmonizing modern and traditional values ” ( Trang, 2020 ) has to face pressure to regulate society, tighten the link between family–school–society, and perceive the value of learning according to Eastern standards ( Kato et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Japanese educational culture in times of the COVID-19 pandemic

Trang

2022

National culture determines educational culture. The educational culture characteristics of each country will be demonstrated through the awareness of education, the way the educational apparatus is organized, and the way that education deals with the crisis in the context of the COVID-19 epidemic on a global scale. The study uses structural functionalism theory to systematize the elements in educational culture and analyzes these elements in symmetrical pairs to outline the Japanese educational culture during the COVID-19 pandemic from the beginning of the year 2020 until now. In addition, from the view of the specific Japanese educational culture, the study also uses Hofstede’s cultural dimension theory to analyze pandemic response policy.