People talk a lot about “pedagogy”. But what do they actually mean? Pedagogy is a model of education in which the teacher and the learner learn together and mould oneself in every respect. There is a long-standing need to find a way of teaching traditional and modern skills systematically at a higher scale. In order to succeed in this voyage, education has to go through its own industrial revolution, which will introduce systematic processes, backed by effective quality controls and robust quantitative evidence of effectiveness.
The demand for education is an appetite that grows with the feeding. The more complex a nation’s economy, the greater will be the demand for a longer period of education or training. The more democratic a society the more anxious its citizens become to give their children a good start in the race of education. Supporters of education technology have commonly relied on the argument that we need to educate our young people for a substantially different world in the twenty-first century than existed in much of the twentieth.
All schools are different. It is something we often forget. One of the problems with the way that the evidence has been presented in the past is that we don’t take enough notice of those differences. Schools need to say “What is our real learning need? What do our teachers and students in this school need the most? Maybe they need to be doing more work to explore their own understanding, for example, maybe we should put more of an emphasis on assessment in this school, in the formative sense. How can we be more effective at assessing what our students understand so that we may support them more effectively.
We are now seeing a long-overdue re-evaluation of the main purpose of technology in education. The education system is still called on to deliver the same mix of basic aptitudes as ever was the case, focusing on the ability to make arguments, solve problems, communicate and collaborate. Traditional education systems managed to deliver these basic aptitudes with some success to a small, social elite. Now the breadth of the curriculum has widened, our economy has
come to demand an increasingly well-educated workforce, our society has become more democratic and the aspirations and expectations of our fellow countrymen have been raised by the habits of consumerism. All these trends require more education, delivered to higher standards, to more people—but our education systems have not managed to scale successfully in order to meet these demands. Nor is there any realistic prospect that it will do so, so long as it continues to rely on the central role of the individual, often isolated, teacher-as-craftsman.
It is in this context the A.G. Public School is unique among the contemporaneous schools. Our School in its core essentially envisages holistic development of the child through quality education so that he / she will be able to grow on an equal footing with children from any other modern metro institutions, be it an International School or Public School.
This is the first ever venture in the history of Assembly of God in the State of Kerala, managed by a Board of Directors and eminent personalities, started in 1993 at Kadakkal in the District of Kollam nearly 50 Kms away from the cities of both Kollam and Trivandrum. We had a small beginning with thirteen students and four teachers. However, by the grace of God we have now ascended to the level of being a Higher Secondary School recognized by the Central Board of Secondary Education with Nine hundred and sixty students, forty four teachers and twenty non- teaching staff.