 Hello. I welcome you all once again to my channel, Explore Education. I am Dr. Rashmi Singh, Assistant Professor, Department of Education at this Kanna Girls degree college, University of Allahabad. And this time I am going to discuss a new topic that is linkage between secondary and higher education in the main theme of contemporary issues of education, contemporary issues in education. So this lecture will be useful to you for your general understanding as well as for your competencies in examinations. And the lecture will be in bilingual mode as usual. So what is this paper discussing, what is this video discussing with you today, what is the linkage between secondary and higher education. Look, in many of the commissions, committees, we also know that the secondary education is the middle of primary education and higher education. So it is said that secondary education is the weakest link. This secondary education is the most weak link of our country, so it should be improved. So this is the point of vocationalization that since it does not have a multi-purpose school, there is no secondary education in all to cater to different types of calibers. So now we are not focusing on vocationalization. We are seeing that this is the link between secondary education and higher education. Is there any linkage between the two? And there is absolute secondary education is different, higher education is different. So we know that yes, there is something like this. There is no linkage between secondary education and higher education. So this is not even shown to NEP 2020. And the whole discussion that you will have is in the light of NEP 2020 recommendations. So it is very good, you will find it very interesting. That is why I am sharing it with you. So let's start. The present system of school education appears to be highly biased in favour of students seeking higher education. Look, this line is what we all face in reality. What is this line saying? We do not have a problem that we and you have come into higher education. So our present system of school education is highly biased in favour of students seeking higher education. This is how secondary education is made. This is how school education is made. The students who want to go into higher education do this favour. But those who want to go into higher education in some other field do not have any scope for this. Much of the workforce today that is needed in this society needs the background of high quality, skill-based, job-oriented education. And he is saying that today's generation, today's society, what is the need for that? That we are highly biased, highly biased in favour of students seeking higher education. And we can teach them job-oriented education. We can teach them job-oriented education. There will be no need to get a preferred degree. So any person who recognises this problem, even if they are not educated in our country, they need to recognise this problem and identify the need for organised vocational education to be part of the schooling system. And he felt that vocational education should be part of the schooling system in a society. We have been talking to him for centuries. That vocational education should not be a part of the schooling system. The role of the National Skill Development Corporation, say NSDC, the role of the National Skill Development Corporation, that is, the National Trees, which is an official development corporation, becomes important in designing, implementing and certifying such choices to create a highly knowledge-based, skill-oriented, human resource at the school level. That is, there is an NSDC, where they try to implement this formula to certify certain vara tasks, float tea. He said it is not to stop on knowledge, but to create aow drinkable skills of 不允止技術, class 10 students are enrolled in a curriculum which is not too bulky or heavy and there is not much overloaded. But during class 11 and 12, when we went to class 11 and 12, we used to think that our classes have increased by 4 times. Our classes have increased by 8 times. And how much can we read? I mean there was one book of science in the 10th and in the 11th and 12th, two of your chemistry were very heavy. Similarly, physics is very heavy. Zoology is very heavy. So how can that child be able to pass the 10th class? So during class 11 and 12, the bulk of the curriculum rises steeply. It increases rapidly. Also in the present 10 plus 2 model, many students move to a new academic and social environment during class 11 and 12, which along with their heavy burden of preparing for competitive examinations and the course load causes them much stress and anxiety. So it means that the course load has increased a lot. And now you will know that we have so much stress and anxiety in the 10th and 12th class. And after that, when they prepare for competitive examinations, they feel that this class is absolutely right. This class is not of any use. It has to be studied in a new way, in a new way, in a new pattern for the competitive examinations. So this is such a big part of the education system. How much stress and anxiety there are for the children. And now what is it? How can we improve the model in NEP 2020? What is this model? 5 plus 3 plus 3 plus 4. So this is plus 4, 9, 10, 11, 12. What is this plus 4? It is 9, 10, 11, 12. So they have made plus 4 into one unit. So now the one who jumped from 10 to 12, which is very close to 9, 10, 11, 12, 12, they have divided it a little. So it seems that the rise is not that steep. This is what they are saying. Boot pressure gets reduced to a great extent because of the plus 4 state being a single unit. They have made 9 to 12 single units. 11, 12 and 12. What is it? The card column should be uniformly distributed among the four years of study. And in 4 years, you will be taught a uniformly distributed curriculum. I mean it will be different from the normal and the common. Without any steep rise, it will not increase much. It will be a smooth and seamless transition in terms of a gradual rise of level. And they are saying that it will increase smoothly and seamlessly And gradually it will increase, its stress will gradually increase, which should be increased, which is weak. It will not increase very fast all of a sudden. Then, teaching gap and evaluation. When your teaching gap comes in your secondary and higher education, then yes, there is teaching gap. What is it? In the present system of school education, the topics for the board exams do not completely match with the topics required to prepare for certain entrance exams. This is what I was just saying, that we perform very well in the board exam, and then in the entrance exam, we are given that topic as well. IITJE, this causes additional problems for the student in terms of time, requirements and effort. This can be eliminated by having common topics of study at the plus four level of school studies, even if there are different boards of study in the country. They are saying that whether you are in the country of the board, in the country of the study, you should bring topics of this type on the plus four level, which are also asked in IITJE. So, it was easy for the child. Existing mode of school system relies heavily on a single exam at the end of course. Marks, coding tests, quarterly and mid-term examinations have no way to do it. This can be addressed by continuous and summative assessment, particularly for lab work and projects. They are saying that you have changed a lot, even in your CGPS, your mark sheet is also available in schools. Generally, we used to rely heavily on a single exam for the last exam, and we would not be given any weightage if there was an exam in the middle. So, it was not possible to do continuous and summative assessment. But in the present system, the evaluation through the end course exam primarily, as the road memory and the lower order thing. What else is there in the present time that our end-to-end course exam is also there? It only checks our road memory, our spiritual knowledge, how much memory we have. It checks our lower order thinking skills, i.e. knowledge comprehension, not even application. So, unlike the present model, the NEP 2020 intends to build higher order thinking skills in students, this can be achieved by changing the evaluation model. They are saying that change the evaluation model. The NEP 2020 intends to ask the students about the higher order thinking skills at the time of their evaluation. So, you will have to study in that way. Then, the coordination between school and higher education. Is there any coordination between school and higher education? So, at present, there is no body or agency to study and understand the academic and administrative linkages between school and higher education. There is no body or agency which is not known as the Shaksha or Prashasnik linkages. If a child comes to school and goes to higher education, then why there is no linkage? Why there is no body? Why there is no agency? This often leads to a situation of discontent and disconnect between the two over-on-academy initiates, learning, etc. That is, the child does not know, the teacher does not know what is the level of secondary education. What should be the level of higher education? So, what should be the level of higher education? It is important to realize here that the output from the school is essentially the input for higher education. See, how correct it is. It is said that you should know that the output from the school is coming into higher education. So, these are both the responsibilities. Because of higher education, it will increase its input, then its output will increase. And for the school education, its output will increase, then the child will be able to give his place in higher education. This can be addressed by the formation of a permanent committee comprising of representatives from both school education and higher education systems, which are regular intervals, study and monitor the connectivity. They are saying that you make a permanent committee in which both school education and higher education are representative members. And the regular intervals, study and monitor the connectivity between them. And which aspects will be monitored? Continuity of pedagogical models from the student perspective and requirements of the learning objectives and levels. So, it is said that you see the pedagogical model from the student perspective. And you see the requirement. Which learning objective is it? If we want to teach the child of this level, then we will get the continuity of the pedagogical model, from school education to higher education. And what happens? We get an appropriate evaluation procedure. We get an appropriate evaluation procedure. That we do continuous comprehensive evaluation. We can do higher-order thinking skills evaluation. Then conducting pilot studies on the requirements of both groups. Both the most important are school education and higher education. The pilot study will be based on what is required. And periodic faculty exchange to appreciate the changes to be brought about. The teacher of higher education can come and teach in secondary education. The teacher of secondary education can go to higher education. So, he will get to know what is the difference between the requirements and the requirements. Then he can apply it to his own house. Then the desired scenario of higher education. What do we want? Desired. Ethnic. We want to see this phenomenon in higher education. So, extensive lab work in the case of science and engineering courses. And extensive field work and project-based courses are needed at the higher education level. That is, if you go to science, then you will get a good lab work. If you go to arts and humanities, then you will get project-based courses. The field work is very good. The other important change in the higher education segment is the introduction of. You don't know this. In 2020, we are repeatedly saying that inter-discipline is leading to creative, innovative and futuristic initiatives. And what happens? There is a need to catch up with the progress made by the developed countries. We have to catch up with the progress made by the developed countries. And also, to meet the challenges ranging from global warming to space exploration. That means that the higher education level will be. Then, what is the desired scenario of vocational education? NEP recognizes the problem of non-vocationalization in the schooling system. Since when is it being said that you include vocationalization in the schooling system? It has been more than 100 years. It has been more than 100 years. But we haven't been able to apply it yet. And identifying the need for organized vocational education to be part of the schooling system aims to feel a big lack. There is a big gap that we have to fulfill. However, our schooling system with so far is biased in favor of higher education. Just go from schooling to higher education. Go from schooling to higher education. We don't provide provision to the child. The necessary importance for the significant type of education. Do recognition when given to vocational courses can increase the creation of productive human resource and health of society. If we recognize vocational courses and give them a proper place, then we will be able to get productive human resources. Even so, the child is not going to higher education. And the one who doesn't want to go to higher education is also going to higher education because he doesn't have any other option. So, the vocational courses offered as part of the schooling system should meet the following requirements. What should be done with vocational education? High quality knowledge and skills. The same type of knowledge, caution, equirable through participative learning for the relevant segment, knowledge of the environment in which the skills can be deployed such as marketing and sales, basic finance, communication, etc. Whatever vocational education is, you have to give the knowledge and skill of everything of the environment. We want this kind of vocational education in our country. Now, there is the thing about linkages. Where should the linkage be? Should there be a course linkage between secondary and higher education? education which consists of such subjects which can enable a student to choose either school-based jobs or higher education at the end of class 12. Some of these subjects like science and mathematics may be required both for students pursuing vocational courses or higher education. Students intending to pursue higher education need to learn the relevance of their subjects at greater depths and higher levels of abstraction. At the same time, students seeking vocational courses for employment have to require more functional knowledge of these subjects. Students are more hands-on in application skills. Thus, it is imperative to offer a few subjects at multiple levels relevant to the stream. Curriculum development should also provide for advanced level courses in chosen subjects needed for students with higher aspirations for their professional pursuits through skill-based job-oriented courses and also higher education seekers. During the last four years of school education, that is 9th to 12th standard, as part of curriculum, the students should be oriented on choice of higher education courses, types of higher education institutions available, an overview of employment market, contemporary and future skillset requirements. We need to tell the market of employment in your area, what qualifications you need, what future skillset you need, what entrepreneurial opportunities you can get. This effort will enable the students at the finishing school stage to have better clarity and connectivity with higher students. Pedagogical linkages such as active learning, experiential learning, inquiry-based learning, hands-on learning opportunities have been found to be very effective for teaching science and math at all levels of school education. Language and social science education is a role-playing, storytelling, dramatization, communicative language teaching, experiential learning, etc. Pedagogical linkages such as school education, higher education, secondary education, etc. Pedagogical linkages are linked to the new education policy. The PUC has to integrate into the new model of 5 plus 3 plus 3 plus 4 years. The PUC has to be able to extend 10 plus 2 to 5 plus 3 plus 3 plus 4 years. The PUC has to be able to create administrative machinery and merge them into the secondary and high education system. Consisting of both the skill-based job-oriented programs and the university programs. So the requirements of the higher education system at the entry level and that of the school education system at its exit level should seamlessly merge. They are saying that when you leave the school education system, the stage of the exit level and the entry level of the higher education system should merge. And if you make an administrative linkage like this, then it will be easier for the children. In their transition, when they go from secondary education to higher education. And the evaluation process and admission linkage, they are saying that as soon as we have given the board's exam, after that we have to give an exam in the university for the entrance examination. So the student is forced to write more than one entrance exam for admission to a desired professional course. You have to give COET these days and if you are going to another competitive examinations, then you have to give another entrance test. This creates tremendous stress on the student's learning, mental health, performance capability apart from high cost and time input. For that, they are coaching. Yes, their mental health, performance capability is affected. And what happens is that the previous competitive exams conducted have their own evaluation approaches, formats and not. The competitive exam has a different evaluation pattern. Their format is different. They are different. These are entirely different from the board exams conducted by the school board. And the exams conducted by our school boards are different from them. So what happens is that this is a significant strain on the time. There is a lot of strain on the child. There is a lot of work load on the child's time. And this is very cost-effective in every way. Since the competitive exam score matters and not the board exam scores, the board exams have lost their importance. They are saying that the score matter of the competitive exam will not be of any use to your board exams. They say that 50% of the weightage will be given to you. So the board exams are losing their importance. So how can we fix this problem? They are saying that seamlessly aligns the learning objectives of the schooling system and those that are evaluated by the competitive exams for securing admission to higher education. They are saying that the competitive examinations of higher education are getting admission tests. You should combine the learning objectives of the school and the system. It aligns the evaluation approach adopted by the school system and those adopted for admission to higher education. Similarly, you should combine the evaluation approach of higher education and the school system. It will be easier for the child. The academic and research linkage is saying that there are a lot of projects that are university research projects. You should combine them with the school system. You should extend them to the university. You will get a linkage of academic research. In school education, students should be encouraged with projects such as inspired, DST, sponsored, etc. Such projects will motivate the children to develop interest in scientific research. If they are inspired by the school level and the projects sponsored by DST, then they will get motivation towards research in the children. And what are the projects? Effective learning tools. In the new pattern, more scope should be created for hands-on and experiential learning so that the students acquire an explanatory approach through the learning exercise. This helps them acquire capabilities through solving real-life problems. In the long run, the research institutes across the state should collaborate with schools. They are saying that all the research institutes in the country should collaborate with the students. The corporate R&Ds, research and development should actively involve with the schools and identify a few students in each school and encourage them to take up live projects connected with their curriculum. If you choose a few students like me and collaborate with higher education research, I mean, some of them will get a linkage. It doesn't seem like secondary education is completely different from higher education. We all know that secondary education has a pass-out and the child will get an entry in higher education. So, there should be a linkage. This is how the linkage is suggested. Course linkage, curriculum linkage, pedagogical linkage, your evaluation and admission linkage, your research linkage, administrative linkage, so much. It is very interesting. Since we have faced it, you can be one with it and not one with it. So, what is a secondary education and higher education should have a linkage? There must be, but there is not. So, this is how the linkage is suggested that you can get it. Sorry. So, thank you and don't forget to like and subscribe my channel Explore Education. I have done from here.