Can Gamifying Education Improve Learning Behaviour?
Growing up, I was a fairly intelligent child who enjoyed studying social sciences and English. I performed decently in Mathematics too, but my efforts...
Data for Governance: An Education System for the Future in Tamil Nadu
Through Tamil Nadu Vagupparai Nokkin, Tamil Nadu is leading the way for a data-driven education system.
From Rote to Tech: India’s Path to Ensuring Higher Learning Outcomes
Written by Amrita Singh
How would you equally divide 16 oranges between 4 people? This year, the Annual Status of Education Report 2017 (ASER) decided...
The Bastion Dialogues: Shreyasi Singh
Shreyasi Singh (SS) is the Founder and CEO of Harappa Education, an online learning institution dedicated to equipping adult learners with cognitive, social and...
Pictures Speak Louder Than Words: Should Comics Be Taken Seriously in the Classroom?
Authored by Ipsita Mishra
Did you ever sneak-read a Batman graphic novel at night, hiding under the blanket using a flashlight, and wish that your...
Outcomes-Based Instruments Work: Learning from the World’s Largest Education Impact Bond
The Quality Education India Development Impact Bond (QEI DIB) offers valuable insight into how to design and evaluate outcomes-based instruments for success.
With Schools Closed Across Maharashtra, How Well Did Students Learn Over the Past Year?
Students across Maharashtra are suffering from acute learning losses, policy reforms addressing the worries of their parents and teachers are needed.
#Dialogues: Building COVID-19 Resilience in Education with Kavita Anand
Edited by Malavika VN
COVID-19 has shaken the foundations of numerous sectors worldwide. Although many of these changes in our daily life might be temporary,...
9 Trends on Learning During a Pandemic from 7 Reports in India
9 trends on the state of education in much of India can be discerned across 7 major reports一which may be of critical use to policymakers in the coming year.
The Open Book Conundrum
Secondary and higher learning institutions have practised ‘blended learning’ for a year. Now, they must evaluate their own learnings just as much as they must examine their students. Are traditional methods of evaluation even fair game in this mode? Most importantly, are our teachers up for it?
