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Embracing Innovative Pedagogies For Post-COVID Education Ecosystem

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This post is a part of YKA’s dedicated coverage of the novel coronavirus outbreak and aims to present factual, reliable information. Read more.

Since the beginning of the twenty-first century, there have been many changes in the development of national and world education. The most observable phenomenon now is the digital transformation of society and the penetration of digital technologies into learning. The subject of twentieth-century pedagogy was “upbringing”. The subject of twenty-first-century pedagogy — the category of “education” — has expanded the scope of meaning and understanding. Competence and personal-oriented approaches have been introduced.

We need to rebuild a resilient Indian education system in the long term. In this time of crisis, a well-rounded and effective educational practice is what’s needed for the capacity-building of young minds. It will develop skills which will drive their employability, productivity, health and well-being within the decades to come, and make sure of the overall progress of India.

Needless to say, the pandemic has finally transformed the centuries-old chalk–talk teaching model to one driven by technology and AI. This disruption within the delivery of education has started to push policymakers to work on the way to drive engagement at a scale while ensuring inclusive e-learning solutions and tackling the digital divide. The Prime Minister asked policymakers on 11 May to also keep in mind how to embrace new models of teaching and learning in the education sector.

This shows that it is the right time to get over chalk-talk and embrace new and innovative pedagogies for twenty-first-century education. They say, “need is the mother of innovation”. The need hath came, the time is now. To improve and transform the education system to new capabilities it shouldn’t be limited to Zoom Calls and Learning Management Systems.

Instead, strategies are required to prepare the higher education sector for the evolving demand-supply trends across the globe — particularly those related to the global mobility of students and faculty and improving the quality of and demand for post-school education in the country. The time is to seamlessly integrate classroom learning with e-learning modes to build a unified learning system and let “diversity become the unifying force”.

It is also essential to establish quality assurance mechanisms and quality benchmarks for not just online learning but online teaching as well. It’s the time when academicians need to realise they need to upgrade their skills to match the demands of Generation Z. The abundance of knowledge and experience isn’t enough to deliver for an evolving demand globally.

There is a lot more required for professional and teaching development. The highly experienced ones need to understand the chalk-talk is finally over; the pedagogy of the twentieth century differs from the pedagogy of the twenty-first century. It’s time they need to cope with the pace of technology so that they don’t turn froma sage on the stage to the guide on the side”.

The subjectivity of consciousness and professional activity is one of the principles of modern pedagogical science. That is, the application or non-use of innovative methods entirely depends on the personality of the teacher, his methodological competence, pedagogical skills.

The task of the teacher training system is to actualise such a need, to form methodological competence. The mission of the school and universities is to encourage and stimulate the development of teachers’ and students’ creativity. An essential task of the teacher is to reflect and develop his pedagogical potential continually. The student, influenced by the example of the teacher, will be an active and competent person.

There are two types of “new”: 

  1. Purely new: first created, is at the extent of adequate discovery, the establishment of a replacement truth; 
  2. New: having a mix of the old, more precisely, consisting of a layer of the old, a layer of the new, and so on.

Proposing one more typology of innovations in learning (technologies, methods, and techniques):

  • an absolute innovation (absolutely new technology);
  • a modernised innovation (significantly improved technology);
  • a modified innovation (slightly improved technology);
  • an innovation, technology introduced to a new territory;
  • an innovative technology of a new field of application.

Features of innovative training:

  1. Work on anticipation, the anticipation of development; 
  2. Openness to the future; 
  3. Constant inconsistency, in other words, the non-equilibrium of the system, especially the person himself; 
  4. Specialise in the personality, his development; 
  5. The obligatory presence of creative elements; and 
  6. Partnership sort of relations: cooperation, co-creation, mutual assistance, and so on.

In 2010, UNESCO recommended the following teaching strategies for the twenty-first century:

  1. Experiential learning, 
  2. Storytelling, 
  3. Value education, 
  4. Enquiry learning, 
  5. Appropriate assessment, 
  6. Future problem solving, 
  7. Outside classroom learning and 
  8. Community problem-solving.

Innovation in pedagogies can be thought of by keeping in mind:

  • The belief that human potential is unlimited;
  • The pedagogical approach to be aimed at mastering reality in the system;
  • Stimulation of nonlinear thinking; 
  • Based on the hedonistic principle that is based on the enjoyment of learning, the joy of achievement, the pedagogy of success.
  • The mobile role-playing field of the teacher — the teacher simultaneously teaches and learns from the student.

Lastly, the new pedagogies should have an active mixture of traditional and innovative methods, a combination of an activity approach with an energy-informational environment approach, cognition with constructivism and connectivity.

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An ambassador and trained facilitator under Eco Femme (a social enterprise working towards menstrual health in south India), Sanjina is also an active member of the MHM Collective- India and Menstrual Health Alliance- India. She has conducted Menstrual Health sessions in multiple government schools adopted by Rotary District 3240 as part of their WinS project in rural Bengal. She has also delivered training of trainers on SRHR, gender, sexuality and Menstruation for Tomorrow’s Foundation, Vikramshila Education Resource Society, Nirdhan trust and Micro Finance, Tollygunj Women In Need, Paint It Red in Kolkata.

Now as an MH Fellow with YKA, she’s expanding her impressive scope of work further by launching a campaign to facilitate the process of ensuring better menstrual health and SRH services for women residing in correctional homes in West Bengal. The campaign will entail an independent study to take stalk of the present conditions of MHM in correctional homes across the state and use its findings to build public support and political will to take the necessary action.

Saurabh has been associated with YKA as a user and has consistently been writing on the issue MHM and its intersectionality with other issues in the society. Now as an MHM Fellow with YKA, he’s launched the Right to Period campaign, which aims to ensure proper execution of MHM guidelines in Delhi’s schools.

The long-term aim of the campaign is to develop an open culture where menstruation is not treated as a taboo. The campaign also seeks to hold the schools accountable for their responsibilities as an important component in the implementation of MHM policies by making adequate sanitation infrastructure and knowledge of MHM available in school premises.

Read more about his campaign.

Harshita is a psychologist and works to support people with mental health issues, particularly adolescents who are survivors of violence. Associated with the Azadi Foundation in UP, Harshita became an MHM Fellow with YKA, with the aim of promoting better menstrual health.

Her campaign #MeriMarzi aims to promote menstrual health and wellness, hygiene and facilities for female sex workers in UP. She says, “Knowledge about natural body processes is a very basic human right. And for individuals whose occupation is providing sexual services, it becomes even more important.”

Meri Marzi aims to ensure sensitised, non-discriminatory health workers for the needs of female sex workers in the Suraksha Clinics under the UPSACS (Uttar Pradesh State AIDS Control Society) program by creating more dialogues and garnering public support for the cause of sex workers’ menstrual rights. The campaign will also ensure interventions with sex workers to clear misconceptions around overall hygiene management to ensure that results flow both ways.

Read more about her campaign.

MH Fellow Sabna comes with significant experience working with a range of development issues. A co-founder of Project Sakhi Saheli, which aims to combat period poverty and break menstrual taboos, Sabna has, in the past, worked on the issue of menstruation in urban slums of Delhi with women and adolescent girls. She and her team also released MenstraBook, with menstrastories and organised Menstra Tlk in the Delhi School of Social Work to create more conversations on menstruation.

With YKA MHM Fellow Vineet, Sabna launched Menstratalk, a campaign that aims to put an end to period poverty and smash menstrual taboos in society. As a start, the campaign aims to begin conversations on menstrual health with five hundred adolescents and youth in Delhi through offline platforms, and through this community mobilise support to create Period Friendly Institutions out of educational institutes in the city.

Read more about her campaign. 

A student from Delhi School of Social work, Vineet is a part of Project Sakhi Saheli, an initiative by the students of Delhi school of Social Work to create awareness on Menstrual Health and combat Period Poverty. Along with MHM Action Fellow Sabna, Vineet launched Menstratalk, a campaign that aims to put an end to period poverty and smash menstrual taboos in society.

As a start, the campaign aims to begin conversations on menstrual health with five hundred adolescents and youth in Delhi through offline platforms, and through this community mobilise support to create Period Friendly Institutions out of educational institutes in the city.

Find out more about the campaign here.

A native of Bhagalpur district – Bihar, Shalini Jha believes in equal rights for all genders and wants to work for a gender-equal and just society. In the past she’s had a year-long association as a community leader with Haiyya: Organise for Action’s Health Over Stigma campaign. She’s pursuing a Master’s in Literature with Ambedkar University, Delhi and as an MHM Fellow with YKA, recently launched ‘Project अल्हड़ (Alharh)’.

She says, “Bihar is ranked the lowest in India’s SDG Index 2019 for India. Hygienic and comfortable menstruation is a basic human right and sustainable development cannot be ensured if menstruators are deprived of their basic rights.” Project अल्हड़ (Alharh) aims to create a robust sensitised community in Bhagalpur to collectively spread awareness, break the taboo, debunk myths and initiate fearless conversations around menstruation. The campaign aims to reach at least 6000 adolescent girls from government and private schools in Baghalpur district in 2020.

Read more about the campaign here.

A psychologist and co-founder of a mental health NGO called Customize Cognition, Ritika forayed into the space of menstrual health and hygiene, sexual and reproductive healthcare and rights and gender equality as an MHM Fellow with YKA. She says, “The experience of working on MHM/SRHR and gender equality has been an enriching and eye-opening experience. I have learned what’s beneath the surface of the issue, be it awareness, lack of resources or disregard for trans men, who also menstruate.”

The Transmen-ses campaign aims to tackle the issue of silence and disregard for trans men’s menstruation needs, by mobilising gender sensitive health professionals and gender neutral restrooms in Lucknow.

Read more about the campaign here.

A Computer Science engineer by education, Nitisha started her career in the corporate sector, before realising she wanted to work in the development and social justice space. Since then, she has worked with Teach For India and Care India and is from the founding batch of Indian School of Development Management (ISDM), a one of its kind organisation creating leaders for the development sector through its experiential learning post graduate program.

As a Youth Ki Awaaz Menstrual Health Fellow, Nitisha has started Let’s Talk Period, a campaign to mobilise young people to switch to sustainable period products. She says, “80 lakh women in Delhi use non-biodegradable sanitary products, generate 3000 tonnes of menstrual waste, that takes 500-800 years to decompose; which in turn contributes to the health issues of all menstruators, increased burden of waste management on the city and harmful living environment for all citizens.

Let’s Talk Period aims to change this by

Find out more about her campaign here.

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A former Assistant Secretary with the Ministry of Women and Child Development in West Bengal for three months, Lakshmi Bhavya has been championing the cause of menstrual hygiene in her district. By associating herself with the Lalana Campaign, a holistic menstrual hygiene awareness campaign which is conducted by the Anahat NGO, Lakshmi has been slowly breaking taboos when it comes to periods and menstrual hygiene.

A Gender Rights Activist working with the tribal and marginalized communities in india, Srilekha is a PhD scholar working on understanding body and sexuality among tribal girls, to fill the gaps in research around indigenous women and their stories. Srilekha has worked extensively at the grassroots level with community based organisations, through several advocacy initiatives around Gender, Mental Health, Menstrual Hygiene and Sexual and Reproductive Health Rights (SRHR) for the indigenous in Jharkhand, over the last 6 years.

Srilekha has also contributed to sustainable livelihood projects and legal aid programs for survivors of sex trafficking. She has been conducting research based programs on maternal health, mental health, gender based violence, sex and sexuality. Her interest lies in conducting workshops for young people on life skills, feminism, gender and sexuality, trauma, resilience and interpersonal relationships.

A Guwahati-based college student pursuing her Masters in Tata Institute of Social Sciences, Bidisha started the #BleedwithDignity campaign on the technology platform, demanding that the Government of Assam install
biodegradable sanitary pad vending machines in all government schools across the state. Her petition on has already gathered support from over 90000 people and continues to grow.

Bidisha was selected in’s flagship program ‘She Creates Change’ having run successful online advocacy
campaigns, which were widely recognised. Through the #BleedwithDignity campaign; she organised and celebrated World Menstrual Hygiene Day, 2019 in Guwahati, Assam by hosting a wall mural by collaborating with local organisations. The initiative was widely covered by national and local media, and the mural was later inaugurated by the event’s chief guest Commissioner of Guwahati Municipal Corporation (GMC) Debeswar Malakar, IAS.

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