Opportunity Mapping

1 - Artisans are not treated equally or not given that respect in the current education system as teachers.

2 - Artisans kids are now attending school, leaving behind the practice of craft making.

3 - Craftsman's POV on a full-time craft job in a big organisation -depends upon my family and the location of the place.

4 - Art classes not being conducted according to the scheduled program / timetable by teachers

5 - Teachers expecting Traditional artisans to be literate for eligibility as a staff member.

6 - Unorganised structure of jobs for heritage craft artisans.

7 - Artisans demand a sense of respect for their craft and profession of craft making.

8 - It will good if it's taught to an extent that our children are aware about ancient India's rich culture, crafts and traditions.

9 - From extra curricular to curricular.

10 - Children in early stages not exposed to heritage craft that that devoids the opportunity to build a strong foundation that plays a key role in developing affinity towards crafts.

11 - CBSE 6th-8th craft handbook follows a western contemporary approach and not a traditional approach

12 - The existing curriculum promotes the use of recycled and environmentally friendly materials for practical practices.

13 - According to child psychology there is a strong teacher student relationship that develops in the formative years of a child's life.This gives an opportunity for the students to inculcate a respectful and inclusive towards the artisans.

14 - Use of Modern material is restricting the traditional material knowledge of crafts.

15 - Use of recyclable material is restricting the number of traditional crafts being taught as only 20-25% traditional crafts use recyclable materials.

16 - Might want to shrink class sizes, make sure every student is greeted by name by his teachers and school administrators, and include his parents in his educational plan.

17 - The proportion of children who like going to school, decreases by age.

‘not being left out by classmates’ is the only factor that uncovers universal crowding in potential as children grow older.

18 - Parents unaware of traditional crafts.

19 - Moulding artisans as teacher.

20 - Not involving craftsman as the direct stakeholder.

21 - “Teaching kids to count is fine, but teaching them what counts is best.”

22 - Individual differences: People are different from each other. They look, perceive, understand and respond to things differently, the same applies to children too. These differences majorly come from their home environment and it influences the way they behave with other children. Along with that, there are differences in their unique abilities and talents.

23 - How children learn

Visual: Using images and videos

Auditory: Using rhythms and lectures

Verbal: reading and memorizing out loud.

Kinaesthetic: Writing or drawing.

Intrapersonal: Learning on their own

Interpersonal: Learning in with others, in a group.

24 - CBSE and NCERT have included examination for the subject of heritage crafts ( for 6th- 8th. 11th-12th )

25 - Giving a student a reward, especially when it is social in nature, not only helps them continue that behaviour but also encourages others to behave in a similar track.

26 - Judgement free creativity.

27 - Student's perception of extra curricular activities- they can only happen once or twice a week.

28 - When punishing, teachers need to make sure that the nature of it is not such that it affects the student mentally but rather enable them to reflect on their behaviour.

29 - Benefiting the students and making them aware about the crafts but nothing to do with employing craftsman.

30 - Shifting the focus of assessments from academic grades to higher order skills creates higher performance standards demonstrated through varying degrees of competency across social levels.

31 - Home language or local language will be used preferably till Grade 8 as mother tongue lets students grasp complex concepts easily.

32 - NEP 2020 emphasizes on multidisciplinary learning and no separations are made between vocational and academic streams.

33 - To recognise and celebrate the excellent outcomes produced by high-achieving schools under these initiatives, the Delhi Government introduced the “Schools of Excellence” program in 2018. The government’s stated goal is to transform all schools in Delhi into Schools of Excellence, which will only foster the all-round development of the students in the long run.

34 - The new education system is an evolved blend of the digital and traditional learning system. Educators, therefore, have to be trained digitally to blend into the new digital learning processes.

35 - For a little child a teacher is special. It is difficult for a small child to think of his/her teacher as an ordinary person.

36 - Individual attention by the teachers and all his problems (academic or his overall development) should be dealt accordingly.