Disruptive education: reversing the value chain

Published on May 31, 2016   20 min

Other Talks in the Series: Hot Topics

0:00
Hello, I'm Professor Mukti Mishra, Founder-President of Centurion University. Today I would like to talk about an experiment in alternate education and what we have accomplished in remote and difficult geography of tribal Orissa.
0:17
In India, the present education system has devolved to being inappropriate, irrelevant, and meaningless to the majority of its stakeholders. Education as a product and service is a derivative of democratic thinking. But the educational process is autocratic, inflexible, and resistant to the needs of this society. The apostasy in the current education system has created a situation where there are millions of degree-holders without jobs and millions of jobholders without degrees. This situational chasm for parents, students, education institutions, industry, and society at large warrants a blitzkrieg intervention, out-of-box thinking, an out-of-circle approach. The blind alley which the education delivery system has encountered because of its failure to connect degrees to its commensurate competency, ability, capacity, and dexterity of degree-holders. The disillusionment with every level of education has become a fait accompli, and a socioeconomic challenge. As I understand, the basic premise of education leading to a degree must result in livelihood with decency and dignity. However, as it stands, the basic premises has no validity. Now it is a matter of concern for providers of education and policymakers. The output, outcome, impact-driven education has been pushed to the state of nihilism. So the question arises, what do we do and how do we address this challenge? And my response is disruptive education, reversing the region.
1:45
University which I have established strives for a paradigm shift, which is the convergence of traditional learning, action learning, and applied learning. The convergence intend to focus on the depth, breadth, kind, and complexity of learning. The model of the university, which offers mostly residential programs through secondary, tertiary, and higher education programs, with clear process-driven frameworks for youth dropping out of the education system at various levels for a variety of reasons. Here, the learning is linked to skill sets, and each skill set is subdivided into six aspects. Depending on the pathway, a student's learning ability, and interests are met, he or she will decide, with the help of mentors, the distribution of learning hours in various skill sets. The basic purpose of the iteration process our university follows, irrespective of the levels of education, it to recognize the learning resistance and disillusionment; to reduce the intensity of dropping out of the education system; to replace the bookish and exam-oriented learning with outcome- and impact-driven learning. Redistribute learning phase in traditional, action, and applied learning according to their socioeconomy needs. The Centurion University Learning Iteration Process follows a sunset rule by infusing disruption, which can be viewed in the documentary for the better clarity.
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Disruptive education: reversing the value chain

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