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An open ended education environment: Positive examples and the need to experiment- Sep 21, 2012

As if on cue, following yesterday’s post about the need to give students a more challenging and enriched learning environment, mHS had a visit from an enthusiastic young man called Brian today representing the University of Minnesota’s ACARA program. From what I understood, the program asks undergraduate and graduate students to prepare a business plan for an identified need in the development sector. The University partners with academic institutions in India and students work in mixed groups of Indian and American students. The business plans are then presented to a jury and a couple of winners selected, which then get helped in terms of mentoring, investor contacts or simply funding for feasibility studies, depending on the group’s intent.

Previously, the program specified a particular area of work, but in its new avatar, students are being put through a three week immersion exercise and will then decide on their own what sort of needs they want to address through their solutions. This change was made because they found previous graduates of the program have veered off their conventional career paths to opt for more socially aware jobs. Some have gone on to set up new organizations working in the development sector in different parts of the world.

Clearly, someone thinks allowing students to decide basis their interests and motivation brings out the best in them. And doing their best in turn inspires confidence, which is certainly the key to creating positive, motivated and solution-oriented professionals.

The change the program has undergone exemplifies the new thinking in education. A move from top-down to bottom-up, as those familiar with development-speak would see it! And that’s primarily what I wanted to highlight through today’s post. That even as we theorize about the changes we want to see, those are happening already, in India and elsewhere. Hope is alive as long as we continue to experiment.

 

 

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