EDUCATIONAL RESEARCH IN INDIA NEEDS NEW FOCUS
Former Director
(Academics) CBSE
A peep into the
history of educational research in India in the last four or five decades does
not present an impressive picture. Though some sporadic attempts have been made
to touch some sensitive areas that might be relevant, their results have also
not impacted the concurrent functional domains. There is still a hierarchical
approach to the subjects and methods of research based on the top-down
approach, projecting the flow of wisdom from selected leadership roles.Oftentimes,
a contemptuous approach to the reverse dynamics and acceptance of newer views
and a pragmatic approach to the methods and strategies has led to following the
beaten path and discourages ventures into newer areas of meaningful and
productive research. Time is ripe that the Organizations and Institutions
involved in Educational Research find a new meaning for their existence and
levels of operations.
The statement of the
Hon’ble Union Minister for Human Resources Development yesterday that the New
Policy of Education will put a greater thrust on educational research is timely
and welcome. Here are a few points for considerations for the future.
1. Organizations
should stay focused on their Key Roles
In the last few
decades, many educational organizations have taken up roles which are not their
key areas of operation. While the concept “Every body can do everything they
know” celebrates the concepts of democracy, it takes away the seriousness with
which the issues need to be addressed by the respective organizations.
2. Research needs
intellectual funding.
While adequate
financial support systems are needed to scaffold the Research works and this
funding has to flow either through the governments or through CSR efforts, the
intellectual funding also needs to be mentored and monitored. Positional
leaders who claim to the seats of responsibility may do well in execution of
their tasks, research needs a different framework of mind. We need to
understand that the years of experience of individual in an organization is not
necessarily suggestive of their interests in pursuing research or leading
research.
3.The base of
Educational Research needs expansion.
A close look at the
topics of research would clearly indicate their academic value, but its impact,
use and relevance for any of the developmental issues appears debatable. The
topics need to be considered not because of a feasibility for research and
empowerment of the researcher with a degree, but on the count how much relevant
and meaningful it would be to invest time and energy on the same. The Research
institutes need to step out of the campuses for joint operations with other
stakeholders not in merely collecting data for analysis, but in the very
conceptualization of the topics and relevant strategies. It is equally
important to examine newer tools for investigation rather than the classical
ones in force over the last few decades. It is important to challenge many
classical theories in the light of multi-dimensional and multi-faceted learning
systems consequent to emerging technologies. Adherence to classical tools of
assessment have failed us more and defeated quality attainments in educational
processes.
4. How do we compare
with global research processes?
The global scenario
in educational research shows a mind-boggling picture. Researches in cognitive
sciences, brain based learning systems, newer dimensions of learning
psychology, impact of technology on learning methods and their futures,
relevance of newer
philosophies like Multiple Intelligence and Emotional Intelligence, Community
Learning, Learning challenges are but a few to mention. Though some
organizations do appear to take cognizance of the above, the quality of
research leaves much to be desired.
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