Shodh Sari-An International Multidisciplinary Journal

Abstract

In the emerging time of the new National Education Policy, the current scenario of the education system demands multiple changes for the sustainable future of the nation, and the present and upcoming generations. The present education system is good enough to increase the literacy rate, however, a state like Kerala has a hundred percent literacy rate compared to any other state of India; yet for employment and education, a major part of the population of the state migrates to various states or countries. The high literacy rate is no more a concern of time; people are quite aware of the social things around them without formal education, due to social media or the revolution of technology. However, the recent trends in every field need an upgraded version of formal education. The fourth goal out of UNESCO’s sixteen SDGs focuses on quality education for a better future. The present research paper discusses the current situation of the Indian education system and the implementation of the new approaches required for a strong education policy through the newly emerging NEP for the welfare of the progeny and the country, which also supports UNESCO’s SDGs for global welfare. The research is developed on secondary data with critical analysis and exhaustive reading. 

Besides this abstract provides a concise overview of the key global dynamics shaping the field of teacher education in the 21st century. In an era characterized by rapid technological advancements, cultural diversity, and evolving educational philosophies, teacher education faces complex challenges and promising opportunities. This paper explores the multifaceted landscape of global dynamics in teacher education, including policy harmonization, technology integration, inclusivity, 21st-century competencies, professional development, research-based practices, sustainability, public-private partnerships, teacher shortages, and crisis preparedness. This abstract underscore the critical importance of addressing these global dynamics in teacher education to meet the evolving needs of learners and societies worldwide. Policymakers, educators, institutions, and researchers must work collaboratively to navigate these challenges and seize the opportunities they present, ultimately shaping a brighter future for education on a global scale.

Keywords: Approaches, NEP, Fourth SDG, upshot-based learning, skill base Education, Self-reliance.

Impact Statement

This research paper underscores the critical need for immediate reforms in India’s education system, particularly in alignment with the new National Education Policy (NEP) and UNESCO’s Sustainable Development Goals (SDGs). Emphasizing the urgency for an overhaul, it highlights the imperative for skill-based education, teacher quality enhancement, and a shift from theoretical learning to practical application. The paper advocates for the cultivation of self-reliance, teamwork, and participation among learners while addressing global dynamics in teacher education, including policy harmonization, technology integration, and diversity initiatives. Ultimately, its impact lies in advocating a transformative approach that fosters a holistic educational environment, preparing educators and learners alike for the demands of the 21st century and contributing to the global pursuit of educational excellence and sustainable development.

About Author

Dr. Manisha D Bhagoji, a highly accomplished Doctor of Literature (D. LITT) (Honoris Causa) from the British National University of Queen Mary, UK, and the USA, boasts 19+ years of expertise as an English Educator. Her leadership skills drive academic excellence, fostering a love for learning in students and professionals. Affiliated with Bengaluru North University and global educational bodies like ICERT, IAECT, and IAST, her certifications as an English Educator, Certified Corporate Trainer, and more showcase her diverse skill set. At Krupanidhi Degree College, Bangalore, she adeptly employs modern resources to meet curriculum goals, gauging student performance and utilizing innovative teaching tools. Her prior role as an IELTS and soft-skill Trainer demonstrates her dedication to personalized student development, and overcoming language barriers for student success. With a Ph.D. in English Language and notable publications in journals and conferences, Dr. Manisha contributes significantly to academic discourse. She stands as a beacon of educational excellence, embodying expertise, dedication, and a profound commitment to shaping education globally.