Part 14 of 24 in Reclaiming Education: The Micro-School Revolution← Part 13Part 15 →
I’ve been thinking about a moment that happened not too long ago, a moment that perfectly encapsulates the chasm between education as it is and education as it could be. I was at a science fair in Jaipur, observing a young boy showcasing his project—a lemon battery meant to light up an LED. Only, the LED wasn’t lighting up. This could have been a moment of embarrassment or defeat, but it wasn’t. The boy stood there, unfazed, explaining what he had tried, what he still didn’t understand, and what he planned to do next. It was a scene that could easily be misunderstood as failure, but to me, it was the epitome of learning.
What struck me about this boy was his resilience and his ability to articulate his process. This is where real education begins—when children are encouraged to explore, to fail, and to understand their failures as stepping stones. Yet, in our traditional schooling system, this is often lost. The focus is overwhelmingly on rote learning and standardized test performance, leaving little room for the curiosity and creativity that genuine learning demands. In my view, if a child can reflect on what went wrong and chart a course for improvement, then education has served its true purpose.
This brings me to a conviction I’ve held for some time now: education should be more about experiences and less about worksheets. Unfortunately, the prevailing belief in India is that a child not holding a guidebook is falling behind. This notion is perpetuated by schools, tuition centers, and sometimes even by our own insecurities as parents. But does it really serve the child? The answer is a resounding no.
In the old sense, a curriculum was about the set of experiences a child had. Today, it has been reduced to a syllabus—a mere list of chapters to be ticked off. Schools have collapsed these experiences into a rigid structure, and it’s time we reopened this box to allow for genuine learning experiences. I propose a three-layer learning design that can redefine how we approach education.
Layer 1: Foundations
Foundations should be short, sharp, and non-negotiable. Reading in at least one language, writing that someone will actually read, and developing number sense beyond mere sums are critical. These foundational skills require only twenty to forty minutes a day if the adult overseeing them is truly engaged. The key here is quality over quantity.
Layer 2: The Project that Belongs to the Child
This layer is where the magic happens. Whether it’s a working model, a neighborhood study, or a small business for the society fete, projects create a genuine need for foundational skills. Children write better when there is an actual reader involved, and they calculate better when they know their stall at the fete must not lose money. This layer shifts the focus from passive intake to active creation, fostering a sense of ownership and pride in the learning process.
Layer 3: The Certificate Path
The final layer involves the certificate path, which could include NCERT books, NIOS lessons, or regular schoolwork. However, this should not consume the entire day. It should be contained and controlled, so it does not overshadow the other two layers. The focus here should be on learning rather than simply completing a checklist.
Open resources that cost little to nothing are abundant. NCERT textbooks, Khan Academy, DIKSHA, ePathshala, and public libraries are just a few examples. These resources can form the backbone of a child’s education without the financial burden. In the “Teach to Earn” pods, a computer becomes a valuable tool, allowing facilitators who may not be trained teachers to offer a robust educational experience.
Assessment Without Humiliation
The way we assess children needs to change as well. Traditional unit tests often miss the mark. Instead, maintain a portfolio for each child—work they are proud of, a monthly note from the adult, and a recording of the child explaining one idea. Once a term, sit with the parent and the child to review this portfolio. Let the child lead the discussion. Marks train children to perform for strangers, while portfolios train them to see themselves.
I’m reminded of the failed science fair in Jaipur that ultimately succeeded. The boy’s lemon battery didn’t work on the day of the fair, but he wasn’t discouraged. His understanding and persistence were more valuable than a glowing LED. Eight days later, the LED lit up, but it wasn’t Instagrammed or celebrated publicly. It was a personal victory, and in the end, that’s the only audience that matters.
Boards, NIOS, and the Fear of Class 10
The fear of board exams, especially the Class 10 boards, looms large for many parents. But here’s a thought: you can keep a child in regular school while running a pod in the hours that are currently wasted on tuition. Or you can opt for the National Institute of Open Schooling (NIOS), which is not a consolation prize but a recognized national board. It’s used by serious learners, working children, elite athletes, and families who value their afternoons.
Action This Week
Here’s something you can do right away: take one chapter your child is currently studying in school and throw away the worksheet. Instead, ask your child to teach the concept to a younger cousin using only kitchen objects. This exercise will reveal what your child truly understands and where they need more exploration.
The journey beyond worksheets is not just about changing the tools of learning but about rethinking the entire approach to education. It’s about valuing the process over the product, the questions over the answers, and the child over the curriculum. And maybe, just maybe, it’s about lighting up an LED not for the world to see, but for the child to know that they can.
In a world where education is often equated with examination, it’s time we ask ourselves: what are we truly educating for? Are we preparing children to fill in bubbles on a test sheet, or are we equipping them with the skills to light up their own paths? I dare say the latter is the only path worth pursuing.