Questions;

1. What is our model of education?

Following on from this, there continues to be a lot of discussion about education goals that
implicitly maintains two fallacies. First, that education equals schooling and, second, that
schooling is always a good thing. Yet, we know that neither is true. So, it is vital that we are more
explicit about what education we want.

2. What role does education play in development?

Clearly, the big development theories around at present tend to cluster into those which take a
human capital view of this – education is an investment that promotes individual and national
productivity and competitiveness resulting in higher incomes and development – or a human
rights perspective – education is both a human right and an instrument in realising other human
rights.

3. What role does education play in supporting other development goals?

This is subsidiary to the previous question on one level, but it stands alone in the sense of
pointing to a more mid-range question of whether we have an account of how education
supports other goals. For instance, we can take the health and development cooperation MDGs
and ask what education does or could do to enhance the achievement of these goals. Yet, it is
striking that this is something that we very rarely do. Perhaps this is in part because of the
tyranny of primary schooling over our thinking regarding education and development. When we
do have an answer, it tends to be either an econometric faith in the wider benefits of learning
(schooling automatically has positive effects on development more generally) or recourse to the
vagueness of life skills programmes (we can teach better health behaviours, etc. in school).
However, my point is that development processes are about learning and capacitation and adult,
vocational, professional and higher education are central to these, yet are poorly articulated

.
4. What are meaningful education goals?
This partly depends on whether we are thinking about getting education goals into a post-MDG
big list or are thinking about a post-EFA set of goals for education per se. As Angela Little notes, it
also depends on whether we are talking about national or global goals, for the two do not need
to be identical. Equally, we need to guard against the seductiveness of goals, when they are in
the form of targets. We need to consider what is really important that can’t be left to targets.
We need to ensure that this doesn’t get crowded out. We know that targets can have
unintended consequences so we need to take this into account when devising them.

5. What is the greatest need of our education of the hour?

-The greatest need of the hour is to re design curriculum, textbooks, teaching methodology and
children’s literature, formal and non-formal educational systems. It has been demonstrated by
researcher that active learning (questioning and investigate the nature of topic) develop
creativity and stimulate for learning. It is, perhaps easier to educate a child in beginning than re-
educated him when he has already formed. Therefore, books for children are not simply a source
of entertainment rather inculcate intelligence and values.

- Questioning methodology is a powerful tool to build analytical and critical skills in pupils. In the
world of knowledge the emphasis has not to be merely mastery to extant the knowledge but on
the acquisitions of capacity to think and analyze facts logically and conclude its own. Teachers
must adopt such teaching methodology by which students must learn how to discard old ideas
and replace them with modify ideas. As Toffler once said “learn how to learn”.

- Schools of the future will be designed not only for “learning” but for “thinking”. More and more
insistently, today’s schools and colleges are being asked to produce men and women who can
think, who can make new scientific discoveries, who can find more adequate solutions to
impelling world problems, who cannot be brainwashed, men and women who can adapt to
change and maintain sanity in this age of acceleration. This is a creative challenge to education.

6. Have the government been able to create the enabling environment that could lead the
achievement of the goals set out in the national policy on education through proper funding of
education?