What openness means for Indian education

I believe we have to seriously think about what open-ness means for Indian education.

There are many dimensions to being open that extend beyond merely making data available for public accountability and transparency. For example, if we do not provide appropriate redressal of grievances that emerge from an analysis of the data, we are not truly open.

The thing about being open is that it threatens to disrupt tightly closed systems. In our schools, for example, the dominant mindset seems to be to stifle and restrict the voice of students and parents; and in most cases even teachers. Free unrestricted communication aided by technology threatens the image of the school, it seems. This is because the school no longer has control over opinions being aired publicly or even within closed school networks. This is for fears that are sound (for example, obscenity), but even more deeply because it unites parents in opinion making and acts of dissent. However schools do not appreciate (or simply ignore) the virtual back channel of conversation and collaboration that open social tools have enabled. It is almost as if what they cannot see or control, does not exist. For schools to allow open communications is almost taboo. And this is not about Facebook pages either.

The other dimension is teacher-student interaction. So long as the school maintains secrecy about what transpires between a student and her teacher, it protects itself from scrutiny and accountability. For example, the open text-book assessments, which is a graded case study based approach for grades 9 and 11, mandates that there be proper reflection and discussion on the case study prior to the assessment – something that I have not witnessed happening. Perhaps schools may not like to expose shortcomings in their teaching learning processes or the abilities of their teachers to communicate effectively in open online environments. The latter is a particularly sad testament because what are teachers without effective communication skills whether online or offline.

Another dimension is the responsibility that students and parents have in an open environment. Each school may collaboratively build a culture and community that adopts its own model code of conduct. This is not easy so long as there is mistrust or irresponsible behaviour on the part of any stakeholder. Being a cultural shift, this is not going to be a one time activity, but there are responsible parents, teachers and administrators who can lead this on an ongoing basis – they just need empowerment. There are also issues that are specific to online networks that need attention in order to protect the interests of the community itself. Essentially, the community has to self-govern if it also wants to be open.

Yet another dimension transcends the individual institution to reflect in practices of school chains, consortia, unions and even organized governmental policy making. Is CABE or mygov.in truly open? Or is the CBSE, UGC or AICTE? Practices behind closed doors often mask incompetence and intention. In most part, attempts at open-ness are really half-hearted (at least at scale, in online collaborative environments). Perhaps it is policy that leads the way. But then perhaps it is better it does not – that the change happens in a more organically emergent manner, from local to global.

Will these challenges to open-ness (not merely restricted to India, not merely to schools and colleges) stifle the growth of social collaborative learning? Will they ultimately stifle India’s equity and growth aspirations?

I believe they absolutely will.

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