The Hindi takes a look at the educational system of Bihar, traditionally one of the poorest states in India, historically lagging behind the rest of the subcontinent in all human development indicators, due to decades of colossal mismanagement and a lack of investment in human capital. A particular focus is given to school dropout rates, a strong indicator of schooling quality ("educational outputs"). In meeting the challenge of improving educational indicators, DFID has funded a child-centered learning program to shift the learning paradigm in the state.
Is child centered learning truly possible under extremely difficult conditions, or is this simply another luxury of the rich world, unexportable to resource-poor environments, in the same vane as ICT in the classroom?
"Over a period of 18 months, during 2010-2012, the project focused on socio-economic and cultural profiles (sic) of children as the basis for improving learning methods," says The Hindu. Thus, in provoking this innovation of inclusive learning, the target was simply understanding the reality of the students, and using this reality to put them at the center of the class processes. This points to classical Popular Education as the basis for new age innovation. Additionally, the project has, "…focused attention on learning methods and pedagogy in the classroom," which, though obviously critical, is a small component in the overall output-based quality program.