Ample has been professed about
teaching, professing and lecturing at being ingenious and ground-breaking in one’s
teaching style, however the conversion is insignificant. Transformation in
education seems pretty much like landing a rocket in Jupiter and Mars. The
mammoth question is what tools are accessible to those who really want to
transform themselves and then to others. One cannot say let me change other
then I will change myself. Much before we discourse about bringing change in
education realm it is imperative that we pliably deliberate who are we going to
change at first. And most importantly who are in need to change themselves. But
it is stiff to figure out from where to start. Lecturer at one hand needs a concrete
skill and students at the other might need an escalated curiosity level in
order to challenge their own mind set. The humongous predicament is to set the
right tone at first, as we delve into numerous detrimental factors to escalate quality
education, one need to fathom core value of teaching from informative to
transformative.
If we perceive the substantial
change in technology that has transmute the way the core values of teaching in
education has seen a pragmatic change, we also need to accredit to align with
the right set of values produced by human effort in terms of ideas and
innovation for change. The integration of practical education in teaching has
indubitably given a new profile and magnitude in terms of how we teach and
train our students but this was never suffice to create social reformer who can
emanate up with disruptive ideas and inspire many others to break the code of
mediocre value generator. New perspective of learning and professing needs the
mind set of transformation to mitigate the academic challenge between professor
and learners. There is no evidence that the use of PowerPoint presentation,
field visit, assignment and project and video learning has solved huge
problems. But the use of these practice is at the forefront in many institutions
across the world. If we look at prestigious university across the planet the
quality has been maintained with the use of real problem solving rather than
discussion of the problem with handful amount of students and lecturer and professors.
Making one presentable and intellect is dire important but what is needed to
transform is to solve the real problem at the local level. When we stay on the
globalization of economy and the proliferation of technology one must profess
the basic tool to create values rather than finding ways and means to generate
revenues.
The milestone for prolonging
quality academic excellence has begun long ago but pursuing out novel comportment
and means has challenged academia to perform improved and superior. With the
promise to be at the forefront for whatever academic challenges appears in a
day to come to comply with the vision to transform, Institution must try hard
to make a difference together with transformative mind set and students at
large. One must comprehend how transformative lecture fluctuates from
informative one. The disparity between knowledge dissemination and real world
issues cannot be afforded at any cost. It is essentially whispered that quality
teacher yields quality learners, but evidence illustrates that those who had
faced pain inside the society had come up with the real solution to reform at
various level. Now does it signify that the professors need lot of pain to be a
transformative lecture? The answer is pretty hard to riposte.
Writer: Mr. Rajesh Prasad Bhandari
President: PVP Nepal, Province no. 7
BBA
Program Coordinator, Brixton College
Phone: 9805422784
Email: tfabodoc@gmail.com
