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Optimising educational infrastructure

Challenges of rapid progress

Education at all levels – from school to higher, vocational and professional education – has undergone substantial transformations in the past few decades. New technologies have rendered traditional classroom teaching methods obsolete, there is instant online information on any topic and international connectivity is not only possible, it has become the norm. All these changes present bewildering challenges in countries that are still at early or middle stages on the development curve.

There is a growing realisation that technology alone does not create academic excellence, but it can facilitate improved standards of education and enhanced opportunities for learning.

Education must also keep pace with developments in society, including the adoption of new technology, new professions and new societal structures.

Evolution of emphasis in education

A significant feature of education in the 21st century is that it has become learner- rather than teacher-centric. Rigid classroom methodologies have been replaced by flexible learning structures. This creates an additional challenge in many countries, where the learning environment, particularly at school level, has not changed for many decades

Implementing solutions in education

CIP focuses on designing integrated solutions for education. We have found from our experiences in teaching in higher and professional education, even at Master's level, that students are often inadequately prepared. They are not equipped for the creative and innovative learning processes that are necessary in the international world of higher education. Thus, the renaissance of education must begin at school level, and continue through all levels of education, including vocational education and skills training.

Solutions to educational challenges

  • Utilising educational technology as an enabler, not as an end in itself
  • Creating international partnerships to assist in the modernisation and internationalisation of education
  • Assisting in the transformation from teacher- to learner-centred education
  • Focusing on effective teacher training, with an emphasis on creating national self-sufficiency in teacher training for all levels of education
  • Integrating teacher and practitioner experience in higher education, particularly in technical and management subject areas
  • Integrating international norms in education with local cultural values
  • Working with government and the private sector to ensure that education fulfils practical career requirements for graduates joining the work force
  • Implementing vertical integration strategies from school to higher, vocational and professional education
  • Integration between the public and private sectors

Higher education

CIP is actively engaged in the higher education sector in India. CIP Chairman Dr Geoffrey Clements has taught in high-ranking business schools and universities, and has mentored faculty development programmes.

CIP’s emphasis in the higher education sector in India is in developing and implementing programmes that embody the necessary changes recommended by the new National Education Policy 2020, and to foster professional development and performance for students once they graduate.

Higher education

School education

The Government of India’s new National Education Policy 2020 aims to raise school education standards to international levels and to prepare school students for higher education and their careers.

CIP Chairman Dr Geoffrey Clements has worked with leaders in school education in the private and public sectors and with innovators in school education methods in the UK to develop programmes for public and private sector schools in India to work towards international standards and to enable school students to be successful in their higher education and vocational education and their professional development.

School education