200 word essay about education in the new normal

The “new normal” in education

Viewpoints/ Controversies
Published: 24 November 2020
Volume 51 , pages 3–14, ( 2021 )

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José Augusto Pacheco ORCID: orcid.org/0000-0003-4623-6898 1

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Effects rippling from the Covid 19 emergency include changes in the personal, social, and economic spheres. Are there continuities as well? Based on a literature review (primarily of UNESCO and OECD publications and their critics), the following question is posed: How can one resist the slide into passive technologization and seize the possibility of achieving a responsive, ethical, humane, and international-transformational approach to education? Technologization, while an ongoing and evidently ever-intensifying tendency, is not without its critics, especially those associated with the humanistic tradition in education. This is more apparent now that curriculum is being conceived as a complicated conversation. In a complex and unequal world, the well-being of students requires diverse and even conflicting visions of the world, its problems, and the forms of knowledge we study to address them.

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From the past, we might find our way to a future unforeclosed by the present (Pinar 2019 , p. 12)

Texts regarding this pandemic’s consequences are appearing at an accelerating pace, with constant coverage by news outlets, as well as philosophical, historical, and sociological reflections by public intellectuals worldwide. Ripples from the current emergency have spread into the personal, social, and economic spheres. But are there continuities as well? Is the pandemic creating a “new normal” in education or simply accenting what has already become normal—an accelerating tendency toward technologization? This tendency presents an important challenge for education, requiring a critical vision of post-Covid-19 curriculum. One must pose an additional question: How can one resist the slide into passive technologization and seize the possibility of achieving a responsive, ethical, humane, and international-transformational approach to education?

The ongoing present

Unpredicted except through science fiction, movie scripts, and novels, the Covid-19 pandemic has changed everyday life, caused wide-scale illness and death, and provoked preventive measures like social distancing, confinement, and school closures. It has struck disproportionately at those who provide essential services and those unable to work remotely; in an already precarious marketplace, unemployment is having terrible consequences. The pandemic is now the chief sign of both globalization and deglobalization, as nations close borders and airports sit empty. There are no departures, no delays. Everything has changed, and no one was prepared. The pandemic has disrupted the flow of time and unraveled what was normal. It is the emergence of an event (think of Badiou 2009 ) that restarts time, creates radical ruptures and imbalances, and brings about a contingency that becomes a new necessity (Žižek 2020 ). Such events question the ongoing present.

The pandemic has reshuffled our needs, which are now based on a new order. Whether of short or medium duration, will it end in a return to the “normal” or move us into an unknown future? Žižek contends that “there is no return to normal, the new ‘normal’ will have to be constructed on the ruins of our old lives, or we will find ourselves in a new barbarism whose signs are already clearly discernible” (Žižek 2020 , p. 3).

Despite public health measures, Gil ( 2020 ) observes that the pandemic has so far generated no physical or spiritual upheaval and no universal awareness of the need to change how we live. Techno-capitalism continues to work, though perhaps not as before. Online sales increase and professionals work from home, thereby creating new digital subjectivities and economies. We will not escape the pull of self-preservation, self-regeneration, and the metamorphosis of capitalism, which will continue its permanent revolution (Wells 2020 ). In adapting subjectivities to the recent demands of digital capitalism, the pandemic can catapult us into an even more thoroughly digitalized space, a trend that artificial intelligence will accelerate. These new subjectivities will exhibit increased capacities for voluntary obedience and programmable functioning abilities, leading to a “new normal” benefiting those who are savvy in software-structured social relationships.

The Covid-19 pandemic has submerged us all in the tsunami-like economies of the Cloud. There is an intensification of the allegro rhythm of adaptation to the Internet of Things (Davies, Beauchamp, Davies, and Price 2019 ). For Latour ( 2020 ), the pandemic has become internalized as an ongoing state of emergency preparing us for the next crisis—climate change—for which we will see just how (un)prepared we are. Along with inequality, climate is one of the most pressing issues of our time (OECD 2019a , 2019b ) and therefore its representation in the curriculum is of public, not just private, interest.

Education both reflects what is now and anticipates what is next, recoding private and public responses to crises. Žižek ( 2020 , p. 117) suggests in this regard that “values and beliefs should not be simply ignored: they play an important role and should be treated as a specific mode of assemblage”. As such, education is (post)human and has its (over)determination by beliefs and values, themselves encoded in technology.

Will the pandemic detoxify our addiction to technology, or will it cement that addiction? Pinar ( 2019 , pp. 14–15) suggests that “this idea—that technological advance can overcome cultural, economic, educational crises—has faded into the background. It is our assumption. Our faith prompts the purchase of new technology and assures we can cure climate change”. While waiting for technology to rescue us, we might also remember to look at ourselves. In this way, the pandemic could be a starting point for a more sustainable environment. An intelligent response to climate change, reactivating the humanistic tradition in education, would reaffirm the right to such an education as a global common good (UNESCO 2015a , p. 10):

This approach emphasizes the inclusion of people who are often subject to discrimination – women and girls, indigenous people, persons with disabilities, migrants, the elderly and people living in countries affected by conflict. It requires an open and flexible approach to learning that is both lifelong and life-wide: an approach that provides the opportunity for all to realize their potential for a sustainable future and a life of dignity”.

Pinar ( 2004 , 2009 , 2019 ) concevies of curriculum as a complicated conversation. Central to that complicated conversation is climate change, which drives the need for education for sustainable development and the grooming of new global citizens with sustainable lifestyles and exemplary environmental custodianship (Marope 2017 ).

The new normal

The pandemic ushers in a “new” normal, in which digitization enforces ways of working and learning. It forces education further into technologization, a development already well underway, fueled by commercialism and the reigning market ideology. Daniel ( 2020 , p. 1) notes that “many institutions had plans to make greater use of technology in teaching, but the outbreak of Covid-19 has meant that changes intended to occur over months or years had to be implemented in a few days”.

Is this “new normal” really new or is it a reiteration of the old?

Digital technologies are the visible face of the immediate changes taking place in society—the commercial society—and schools. The immediate solution to the closure of schools is distance learning, with platforms proliferating and knowledge demoted to information to be exchanged (Koopman 2019 ), like a product, a phenomenon predicted decades ago by Lyotard ( 1984 , pp. 4-5):

Knowledge is and will be produced in order to be sold, it is and will be consumed in order to be valued in a new production: in both cases, the goal is exchange. Knowledge ceases to be an end in itself, it loses its use-value.

Digital technologies and economic rationality based on performance are significant determinants of the commercialization of learning. Moving from physical face-to-face presence to virtual contact (synchronous and asynchronous), the learning space becomes disembodied, virtual not actual, impacting both student learning and the organization of schools, which are no longer buildings but websites. Such change is not only coterminous with the pandemic, as the Education 2030 Agenda (UNESCO 2015b ) testified; preceding that was the Delors Report (Delors 1996 ), which recoded education as lifelong learning that included learning to know, learning to do, learning to be, and learning to live together.

Transnational organizations have specified competences for the 21st century and, in the process, have defined disciplinary and interdisciplinary knowledge that encourages global citizenship, through “the supra curriculum at the global, regional, or international comparative level” (Marope 2017 , p. 10). According to UNESCO ( 2017 ):

While the world may be increasingly interconnected, human rights violations, inequality and poverty still threaten peace and sustainability. Global Citizenship Education (GCED) is UNESCO’s response to these challenges. It works by empowering learners of all ages to understand that these are global, not local issues and to become active promoters of more peaceful, tolerant, inclusive, secure and sustainable societies.

These transnational initiatives have not only acknowledged traditional school subjects but have also shifted the curriculum toward timely topics dedicated to understanding the emergencies of the day (Spiller 2017 ). However, for the OECD ( 2019a ), the “new normal” accentuates two ideas: competence-based education, which includes the knowledges identified in the Delors Report , and a new learning framework structured by digital technologies. The Covid-19 pandemic does not change this logic. Indeed, the interdisciplinary skills framework, content and standardized testing associated with the Programme for International Student Assessment of the OECD has become the most powerful tool for prescribing the curriculum. Educationally, “the universal homogenous ‘state’ exists already. Globalization of standardized testing—the most prominent instance of threatening to restructure schools into technological sites of political socialization, conditioning children for compliance to a universal homogeneous state of mind” (Pinar 2019 , p. 2).

In addition to cognitive and practical skills, this “homogenous state of mind” rests on so-called social and emotional skills in the service of learning to live together, affirming global citizenship, and presumably returning agency to students and teachers (OECD 2019a ). According to Marope ( 2017 , p. 22), “this calls for higher flexibility in curriculum development, and for the need to leave space for curricula interpretation, contextualization, and creativity at the micro level of teachers and classrooms”. Heterogeneity is thus enlisted in the service of both economic homogeneity and disciplinary knowledge. Disciplinary knowledge is presented as universal and endowed with social, moral, and cognitive authority. Operational and effective knowledge becomes central, due to the influence of financial lobbies, thereby ensuring that the logic of the market is brought into the practices of schools. As Pestre ( 2013 , p. 21) observed, “the nature of this knowledge is new: what matters is that it makes hic et nunc the action, its effect and not its understanding”. Its functionality follows (presumably) data and evidence-based management.

A new language is thus imposed on education and the curriculum. Such enforced installation of performative language and Big Data lead to effective and profitable operations in a vast market concerned with competence in operational skills (Lyotard 1984 ). This “new normal” curriculum is said to be more horizontal and less hierarchical and radically polycentric with problem-solving produced through social networks, NGOs, transnational organizations, and think tanks (Pestre 2013 ; Williamson 2013 , 2017 ). Untouched by the pandemic, the “new (old) normal” remains based on disciplinary knowledge and enmeshed in the discourse of standards and accountability in education.

Such enforced commercialism reflects and reinforces economic globalization. Pinar ( 2011 , p. 30) worries that “the globalization of instrumental rationality in education threatens the very existence of education itself”. In his theory, commercialism and the technical instrumentality by which homogenization advances erase education as an embodied experience and the curriculum as a humanistic project. It is a time in which the humanities are devalued as well, as acknowledged by Pinar ( 2019 , p. 19): “In the United States [and in the world] not only does economics replace education—STEM replace the liberal arts as central to the curriculum—there are even politicians who attack the liberal arts as subversive and irrelevant…it can be more precisely characterized as reckless rhetoric of a know-nothing populism”. Replacing in-person dialogical encounters and the educational cultivation of the person (via Bildung and currere ), digital technologies are creating uniformity of learning spaces, in spite of their individualistic tendencies. Of course, education occurs outside schools—and on occasion in schools—but this causal displacement of the centrality of the school implies a devaluation of academic knowledge in the name of diversification of learning spaces.

In society, education, and specifically in the curriculum, the pandemic has brought nothing new but rather has accelerated already existing trends that can be summarized as technologization. Those who can work “remotely” exercise their privilege, since they can exploit an increasingly digital society. They themselves are changed in the process, as their own subjectivities are digitalized, thus predisposing them to a “curriculum of things” (a term coined by Laist ( 2016 ) to describe an object-oriented pedagogical approach), which is organized not around knowledge but information (Koopman 2019 ; Couldry and Mejias 2019 ). This (old) “new normal” was advanced by the OECD, among other international organizations, thus precipitating what some see as “a dynamic and transformative articulation of collective expectations of the purpose, quality, and relevance of education and learning to holistic, inclusive, just, peaceful, and sustainable development, and to the well-being and fulfilment of current and future generations” (Marope 2017 , p. 13). Covid-19, illiberal democracy, economic nationalism, and inaction on climate change, all upend this promise.

Understanding the psychological and cultural complexity of the curriculum is crucial. Without appreciating the infinity of responses students have to what they study, one cannot engage in the complicated conversation that is the curriculum. There must be an affirmation of “not only the individualism of a person’s experience but [of what is] underlining the significance of a person’s response to a course of study that has been designed to ignore individuality in order to buttress nation, religion, ethnicity, family, and gender” (Grumet 2017 , p. 77). Rather than promoting neuroscience as the answer to the problems of curriculum and pedagogy, it is long-past time for rethinking curriculum development and addressing the canonical curriculum question: What knowledge is of most worth from a humanistic perspective that is structured by complicated conversation (UNESCO 2015a ; Pinar 2004 , 2019 )? It promotes respect for diversity and rejection of all forms of (cultural) hegemony, stereotypes, and biases (Pacheco 2009 , 2017 ).

Revisiting the curriculum in the Covid-19 era then expresses the fallacy of the “new normal” but also represents a particular opportunity to promote a different path forward.

Looking to the post-Covid-19 curriculum

Based on the notion of curriculum as a complicated conversation, as proposed by Pinar ( 2004 ), the post-Covid-19 curriculum can seize the possibility of achieving a responsive, ethical, humane education, one which requires a humanistic and internationally aware reconceptualization of curriculum.

While beliefs and values are anchored in social and individual practices (Pinar 2019 , p. 15), education extracts them for critique and reconsideration. For example, freedom and tolerance are not neutral but normative practices, however ideology-free policymakers imagine them to be.

That same sleight-of-hand—value neutrality in the service of a certain normativity—is evident in a digital concept of society as a relationship between humans and non-humans (or posthumans), a relationship not only mediated by but encapsulated within technology: machines interfacing with other machines. This is not merely a technological change, as if it were a quarantined domain severed from society. Technologization is a totalizing digitalization of human experience that includes the structures of society. It is less social than economic, with social bonds now recoded as financial transactions sutured by software. Now that subjectivity is digitalized, the human face has become an exclusively economic one that fabricates the fantasy of rational and free agents—always self-interested—operating in supposedly free markets. Oddly enough, there is no place for a vision of humanistic and internationally aware change. The technological dimension of curriculum is assumed to be the primary area of change, which has been deeply and totally imposed by global standards. The worldwide pandemic supports arguments for imposing forms of control (Žižek 2020 ), including the geolocation of infected people and the suspension—in a state of exception—of civil liberties.

By destroying democracy, the technology of control leads to totalitarianism and barbarism, ending tolerance, difference, and diversity. Remembrance and memory are needed so that historical fascisms (Eley 2020 ) are not repeated, albeit in new disguises (Adorno 2011 ). Technologized education enhances efficiency and ensures uniformity, while presuming objectivity to the detriment of human reflection and singularity. It imposes the running data of the Curriculum of Things and eschews intellectual endeavor, critical attitude, and self-reflexivity.

For those who advocate the primacy of technology and the so-called “free market”, the pandemic represents opportunities not only for profit but also for confirmation of the pervasiveness of human error and proof of the efficiency of the non-human, i.e., the inhuman technology. What may possibly protect children from this inhumanity and their commodification, as human capital, is a humane or humanistic education that contradicts their commodification.

The decontextualized technical vocabulary in use in a market society produces an undifferentiated image in which people are blinded to nuance, distinction, and subtlety. For Pestre, concepts associated with efficiency convey the primacy of economic activity to the exclusion, for instance, of ethics, since those concepts devalue historic (if unrealized) commitments to equality and fraternity by instead emphasizing economic freedom and the autonomy of self-interested individuals. Constructing education as solely economic and technological constitutes a movement toward total efficiency through the installation of uniformity of behavior, devaluing diversity and human creativity.

Erased from the screen is any image of public education as a space of freedom, or as Macdonald ( 1995 , p. 38) holds, any image or concept of “the dignity and integrity of each human”. Instead, what we face is the post-human and the undisputed reign of instrumental reality, where the ends justify the means and human realization is reduced to the consumption of goods and experiences. As Pinar ( 2019 , p. 7) observes: “In the private sphere…. freedom is recast as a choice of consumer goods; in the public sphere, it converts to control and the demand that freedom flourish, so that whatever is profitable can be pursued”. Such “negative” freedom—freedom from constraint—ignores “positive” freedom, which requires us to contemplate—in ethical and spiritual terms—what that freedom is for. To contemplate what freedom is for requires “critical and comprehensive knowledge” (Pestre 2013 , p. 39) not only instrumental and technical knowledge. The humanities and the arts would reoccupy the center of such a curriculum and not be related to its margins (Westbury 2008 ), acknowledging that what is studied within schools is a complicated conversation among those present—including oneself, one’s ancestors, and those yet to be born (Pinar 2004 ).

In an era of unconstrained technologization, the challenge facing the curriculum is coding and STEM (science, technology, engineering, and mathematics), with technology dislodging those subjects related to the human. This is not a classical curriculum (although it could be) but one focused on the emergencies of the moment–namely, climate change, the pandemic, mass migration, right-wing populism, and economic inequality. These timely topics, which in secondary school could be taught as short courses and at the elementary level as thematic units, would be informed by the traditional school subjects (yes, including STEM). Such a reorganization of the curriculum would allow students to see how academic knowledge enables them to understand what is happening to them and their parents in their own regions and globally. Such a cosmopolitan curriculum would prepare children to become citizens not only of their own nations but of the world. This citizenship would simultaneously be subjective and social, singular and universal (Marope 2020 ). Pinar ( 2019 , p. 5) reminds us that “the division between private and public was first blurred then erased by technology”:

No longer public, let alone sacred, morality becomes a matter of privately held values, sometimes monetized as commodities, statements of personal preference, often ornamental, sometimes self-servingly instrumental. Whatever their function, values were to be confined to the private sphere. The public sphere was no longer the civic square but rather, the marketplace, the site where one purchased whatever one valued.

New technological spaces are the universal center for (in)human values. The civic square is now Amazon, Alibaba, Twitter, WeChat, and other global online corporations. The facts of our human condition—a century-old phrase uncanny in its echoes today—can be studied in schools as an interdisciplinary complicated conversation about public issues that eclipse private ones (Pinar 2019 ), including social injustice, inequality, democracy, climate change, refugees, immigrants, and minority groups. Understood as a responsive, ethical, humane and transformational international educational approach, such a post-Covid-19 curriculum could be a “force for social equity, justice, cohesion, stability, and peace” (Marope 2017 , p. 32). “Unchosen” is certainly the adjective describing our obligations now, as we are surrounded by death and dying and threatened by privation or even starvation, as economies collapse and food-supply chains are broken. The pandemic may not mean deglobalization, but it surely accentuates it, as national borders are closed, international travel is suspended, and international trade is impacted by the accompanying economic crisis. On the other hand, economic globalization could return even stronger, as could the globalization of education systems. The “new normal” in education is the technological order—a passive technologization—and its expansion continues uncontested and even accelerated by the pandemic.

Two Greek concepts, kronos and kairos , allow a discussion of contrasts between the quantitative and the qualitative in education. Echoing the ancient notion of kronos are the technologically structured curriculum values of quantity and performance, which are always assessed by a standardized accountability system enforcing an “ideology of achievement”. “While kronos refers to chronological or sequential time, kairos refers to time that might require waiting patiently for a long time or immediate and rapid action; which course of action one chooses will depend on the particular situation” (Lahtinen 2009 , p. 252).

For Macdonald ( 1995 , p. 51), “the central ideology of the schools is the ideology of achievement …[It] is a quantitative ideology, for even to attempt to assess quality must be quantified under this ideology, and the educational process is perceived as a technically monitored quality control process”.

Self-evaluation subjectively internalizes what is useful and in conformity with the techno-economy and its so-called standards, increasingly enforcing technical (software) forms. If recoded as the Internet of Things, this remains a curriculum in allegiance with “order and control” (Doll 2013 , p. 314) School knowledge is reduced to an instrument for economic success, employing compulsory collaboration to ensure group think and conformity. Intertwined with the Internet of Things, technological subjectivity becomes embedded in software, redesigned for effectiveness, i.e., or use-value (as Lyotard predicted).

The Curriculum of Things dominates the Internet, which is simultaneously an object and a thing (see Heidegger 1967 , 1971 , 1977 ), a powerful “technological tool for the process of knowledge building” (Means 2008 , p. 137). Online learning occupies the subjective zone between the “curriculum-as-planned” and the “curriculum-as-lived” (Pinar 2019 , p. 23). The world of the curriculum-as-lived fades, as the screen shifts and children are enmeshed in an ocularcentric system of accountability and instrumentality.

In contrast to kronos , the Greek concept of kairos implies lived time or even slow time (Koepnick 2014 ), time that is “self-reflective” (Macdonald 1995 , p. 103) and autobiographical (Pinar 2009 , 2004), thus inspiring “curriculum improvisation” (Aoki 2011 , p. 375), while emphasizing “the plurality of subjectivities” (Grumet 2017 , p. 80). Kairos emphasizes singularity and acknowledges particularities; it is skeptical of similarities. For Shew ( 2013 , p. 48), “ kairos is that which opens an originary experience—of the divine, perhaps, but also of life or being. Thought as such, kairos as a formative happening—an opportune moment, crisis, circumstance, event—imposes its own sense of measure on time”. So conceived, curriculum can become a complicated conversation that occurs not in chronological time but in its own time. Such dialogue is not neutral, apolitical, or timeless. It focuses on the present and is intrinsically subjective, even in public space, as Pinar ( 2019 , p. 12) writes: “its site is subjectivity as one attunes oneself to what one is experiencing, yes to its immediacy and specificity but also to its situatedness, relatedness, including to what lies beyond it and not only spatially but temporally”.

Kairos is, then, the uniqueness of time that converts curriculum into a complicated conversation, one that includes the subjective reconstruction of learning as a consciousness of everyday life, encouraging the inner activism of quietude and disquietude. Writing about eternity, as an orientation towards the future, Pinar ( 2019 , p. 2) argues that “the second side [the first is contemplation] of such consciousness is immersion in daily life, the activism of quietude – for example, ethical engagement with others”. We add disquietude now, following the work of the Portuguese poet Fernando Pessoa. Disquietude is a moment of eternity: “Sometimes I think I’ll never leave ‘Douradores’ Street. And having written this, it seems to me eternity. Neither pleasure, nor glory, nor power. Freedom, only freedom” (Pesssoa 1991 ).

The disquietude conversation is simultaneously individual and public. It establishes an international space both deglobalized and autonomous, a source of responsive, ethical, and humane encounter. No longer entranced by the distracting dynamic stasis of image-after-image on the screen, the student can face what is his or her emplacement in the physical and natural world, as well as the technological world. The student can become present as a person, here and now, simultaneously historical and timeless.

Conclusions

Slow down and linger should be our motto now. A slogan yes, but it also represents a political, as well as a psychological resistance to the acceleration of time (Berg and Seeber 2016 )—an acceleration that the pandemic has intensified. Covid-19 has moved curriculum online, forcing children physically apart from each other and from their teachers and especially from the in-person dialogical encounters that classrooms can provide. The public space disappears into the pre-designed screen space that software allows, and the machine now becomes the material basis for a curriculum of things, not persons. Like the virus, the pandemic curriculum becomes embedded in devices that technologize our children.

Although one hundred years old, the images created in Modern Times by Charlie Chaplin return, less humorous this time than emblematic of our intensifying subjection to technological necessity. It “would seem to leave us as cogs in the machine, ourselves like moving parts, we keep functioning efficiently, increasing productivity calculating the creative destruction of what is, the human now materialized (de)vices ensnaring us in convenience, connectivity, calculation” (Pinar 2019 , p. 9). Post-human, as many would say.

Technology supports standardized testing and enforces software-designed conformity and never-ending self-evaluation, while all the time erasing lived, embodied experience and intellectual independence. Ignoring the evidence, others are sure that technology can function differently: “Given the potential of information and communication technologies, the teacher should now be a guide who enables learners, from early childhood throughout their learning trajectories, to develop and advance through the constantly expanding maze of knowledge” (UNESCO 2015a , p. 51). Would that it were so.

The canonical question—What knowledge is of most worth?—is open-ended and contentious. In a technologized world, providing for the well-being of children is not obvious, as well-being is embedded in ancient, non-neoliberal visions of the world. “Education is everybody’s business”, Pinar ( 2019 , p. 2) points out, as it fosters “responsible citizenship and solidarity in a global world” (UNESCO 2015a , p. 66), resisting inequality and the exclusion, for example, of migrant groups, refugees, and even those who live below or on the edge of poverty.

In this fast-moving digital world, education needs to be inclusive but not conformist. As the United Nations ( 2015 ) declares, education should ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. “The coming years will be a vital period to save the planet and to achieve sustainable, inclusive human development” (United Nations 2019 , p. 64). Is such sustainable, inclusive human development achievable through technologization? Can technology succeed where religion has failed?

Despite its contradictions and economic emphases, public education has one clear obligation—to create embodied encounters of learning through curriculum conceived as a complicated conversation. Such a conception acknowledges the worldliness of a cosmopolitan curriculum as it affirms the personification of the individual (Pinar 2011 ). As noted by Grumet ( 2017 , p. 89), “as a form of ethics, there is a responsibility to participate in conversation”. Certainly, it is necessary to ask over and over again the canonical curriculum question: What knowledge is of most worth?

If time, technology and teaching are moving images of eternity, curriculum and pedagogy are also, both ‘moving’ and ‘images’ but not an explicit, empirical, or exact representation of eternity…if reality is an endless series of ‘moving images’, the canonical curriculum question—What knowledge is of most worth?—cannot be settled for all time by declaring one set of subjects eternally important” (Pinar 2019 , p. 12).

In a complicated conversation, the curriculum is not a fixed image sliding into a passive technologization. As a “moving image”, the curriculum constitutes a politics of presence, an ongoing expression of subjectivity (Grumet 2017 ) that affirms the infinity of reality: “Shifting one’s attitude from ‘reducing’ complexity to ‘embracing’ what is always already present in relations and interactions may lead to thinking complexly, abiding happily with mystery” (Doll 2012 , p. 172). Describing the dialogical encounter characterizing conceived curriculum, as a complicated conversation, Pinar explains that this moment of dialogue “is not only place-sensitive (perhaps classroom centered) but also within oneself”, because “the educational significance of subject matter is that it enables the student to learn from actual embodied experience, an outcome that cannot always be engineered” (Pinar 2019 , pp. 12–13). Lived experience is not technological. So, “the curriculum of the future is not just a matter of defining content and official knowledge. It is about creating, sculpting, and finessing minds, mentalities, and identities, promoting style of thought about humans, or ‘mashing up’ and ‘making up’ the future of people” (Williamson 2013 , p. 113).

Yes, we need to linger and take time to contemplate the curriculum question. Only in this way will we share what is common and distinctive in our experience of the current pandemic by changing our time and our learning to foreclose on our future. Curriculum conceived as a complicated conversation restarts historical not screen time; it enacts the private and public as distinguishable, not fused in a computer screen. That is the “new normal”.

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My thanks to William F. Pinar. Friendship is another moving image of eternity. I am grateful to the anonymous reviewer. This work is financed by national funds through the FCT - Foundation for Science and Technology, under the project PTDC / CED-EDG / 30410/2017, Centre for Research in Education, Institute of Education, University of Minho.

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Pacheco, J.A. The “new normal” in education. Prospects 51 , 3–14 (2021). https://doi.org/10.1007/s11125-020-09521-x

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A Year After Coronavirus: An Inclusive ‘New Normal’

Six months into a new decade, 2020 has already been earmarked as ‘the worst’ year in the 21st century. The novel coronavirus has given rise to a global pandemic that has destabilized most institutional settings. While we live in times when humankind possesses the most advanced science and technology, a virus invisible to the naked eye has massively disrupted economies, healthcare, and education systems worldwide. This should serve as a reminder that as we keep making progress in science and research, humanity will continue to face challenges in the future, and it is upon us to prioritize those issues that are most relevant in the 21st century.

Even amidst the pandemic, Space X, an American aerospace manufacturer, managed to become the first private company to send humans to space. While this is a tremendous achievement and prepares humanity for a sustainable future, I feel there is a need to introspect the challenges that we are already facing. On the one hand, we seem to be preparing beyond the 21st century. On the other hand, heightened nationalism, increasing violence against marginalized communities and multidimensional inequalities across all sectors continue to act as barriers to growth for most individuals across the globe. COVID-19 has reinforced these multifaceted economic, social and cultural inequalities wherein those in situations of vulnerability have found it increasingly difficult to get quality medical attention, access to quality education, and have witnessed increased domestic violence while being confined to their homes.

Given the coronavirus’s current situation, some households have also had time to introspect on gender roles and stereotypes. For instance, women are expected to carry out unpaid care work like cooking, cleaning, and looking after the family. There is no valid reason to believe that women ought to carry out these activities, and men have no role in contributing to household chores. With men having shared household chores during the lockdown period, it gives hope that they will realize the burden that women have been bearing for past decades and will continue sharing responsibilities. However, it would be naïve to believe that gender discrimination could be tackled so easily, and men would give up on their decades' old habits within a couple of months. Thus, during and after the pandemic, there is an urgent need to sensitize households on the importance of gender equality and social cohesion.

Moving forward, developing quality healthcare systems that are affordable and accessible to all should be the primary objective for all governments. This can be done by increasing expenditure towards health and education and simultaneously reducing expenditure on defence equipment where the latter mainly gives rise to an idea that countries need to be prepared for violence. There is substantial evidence that increased investment in health and education is beneficial in the long-term and can potentially build the basic foundation of a country.

If it can be established that usage of nuclear weapons, violence and war are not solutions to any problem, governments (like, for example, Costa Rica) could move towards disarmament of weapons and do their part in building a more peaceful planet that is sustainable for the future. This would further promote global citizenship wherein nationality, race, gender, caste, and other categories, are just mere variables and they do not become identities of individuals that restrict their thought process. The aim should be to build responsible citizens who play an active role in their society and work collectively in helping develop a planet that is well-governed, inclusive, and environmentally sustainable.

‘A year after Coronavirus’ is still an unknown, so I think that our immediate focus should be to tackle the complex problems that have emerged from the pandemic so that we make the year after coronavirus one which highlights recovery and acts as a pathway to fresh beginnings. While there is little to gain from such a fatal cause, it is vital that we also use it to make the ‘new normal’ in favour of the environment and ensure that no one is left behind.

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Education In The New Normal

This was first published on June 3, 2020

Covid-19 has created numerous and significant challenges to the education system, and education leadership must implement a holistic strategy to mitigate the impact of the pandemic and adapt to the new reality.

In April 2020 we published our first insights on Education Continuity During Covid-19 , which provided an overview of country responses to ensure education continuity and outlined a set of recommendations, targeted at education policymakers and delivery institutions, to build resilience into their education systems and ensure continuity during times of public crisis.

In this, the second installment, we dive deeper into the recommendations and look at core initiatives taken by education leadership in response to the pandemic and provide practical guidance and examples.

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Essay on New Education Policy 2020

500+ words essay on new education policy 2020.

Education is a fundamental need and right of everyone now. In order to achieve our goals and help develop a just society, we need education. Similarly, education plays a great role in the national development of a nation. As we are facing a major change in terms of knowledge globally, the Government of India approved the National Education Policy 2020. This essay on new education policy 2020 will help you learn how this new policy has replaced the National Education Policy 1986 that is 34 years old.

Aim of the New Education Policy 2020

This new policy has the aim of universalizing education from pre-school to secondary level. It plans to do that with a 100% GRE (Gross Enrollment Ratio) in schooling. The plan is to achieve it by 2030.

This essay on new education policy 2020 will highlight the changes brought in by this new policy. Firstly, the policy proposes to open Indian higher education in foreign universities.

It aims to introduce a four-year multidisciplinary undergraduate program with various exit options. Thus, this new policy will strive to make the country of India a global knowledge superpower.

Similarly, it also aims to make all universities and colleges multi-disciplinary by the year 2040. Finally, the policy aims to grow employment in India and also bring fundamental changes to the present educational system.

Get the huge list of more than 500 Essay Topics and Ideas

Advantages and Disadvantages of New Education Policy 2020

The policy gives an advantage to students of classes 10 and 12 by making the board exams easier. In other words, it plans to test the core competencies instead of mere memorization of facts.

It will allow all the students to take the exam twice. Further, it proposes that an independent authority will be responsible for regulating both public and private schools . Similarly, the policy aims to diminish any severe separation between the educational streams and vocational streams in the schools.

There will also be no rigid division between extra-curriculum. Vocational education will begin at class sixth with an internship. Now, the essay on new education policy 2020 will tell you about the disadvantages of the policy.

Firstly, it can make the education system expensive. Meaning to say, admission to foreign universities will probably result in this. Further, it will create a lack of human resources.

If we look at the present elementary education, we notice that there is a lack of skilled teachers. Thus, keeping this in mind, the National Education Policy 2020 can give rise to practical problems in implementing the system that is for elementary education.

Finally, there is also the drawback of the exodus of teachers. In other words, admission to foreign universities will ultimately result in our skilled teachers migrating to those universities.

To conclude the essay on New Education Policy 2020, we can say that this policy is an essential initiative to help in the all-around development of our society and country as a whole. However, the implementation of this policy will greatly determine its success. Nonetheless, with a youth dominant population, India can truly achieve a better state with the proper implementation of this education policy.

FAQ of Essay on New Education Policy 2020

Question 1: What does the New Education Policy 2020 aim to achieve by 2030?

Answer 1: This new policy has the aim of universalizing education from pre-school to secondary level. It plans to do that with a 100% GRE (Gross Enrollment Ratio) in schooling. The plan is to achieve it by 2030.

Question 2: Give two challenges the New Education Policy 2020 may face?

Answer 2: Firstly, it can make the education system expensive. Meaning to say, admission to foreign universities will probably result in this. Further, it will create a lack of human resources.

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The “new normal” in education

José augusto pacheco.

Research Centre on Education (CIEd), Institute of Education, University of Minho, Campus de Gualtar, 4710-057 Braga, Portugal

From the past, we might find our way to a future unforeclosed by the present (Pinar 2019 , p. 12)

The ongoing present

This approach emphasizes the inclusion of people who are often subject to discrimination – women and girls, indigenous people, persons with disabilities, migrants, the elderly and people living in countries affected by conflict. It requires an open and flexible approach to learning that is both lifelong and life-wide: an approach that provides the opportunity for all to realize their potential for a sustainable future and a life of dignity”.

The new normal

Is this “new normal” really new or is it a reiteration of the old?

Knowledge is and will be produced in order to be sold, it is and will be consumed in order to be valued in a new production: in both cases, the goal is exchange. Knowledge ceases to be an end in itself, it loses its use-value.

While the world may be increasingly interconnected, human rights violations, inequality and poverty still threaten peace and sustainability. Global Citizenship Education (GCED) is UNESCO’s response to these challenges. It works by empowering learners of all ages to understand that these are global, not local issues and to become active promoters of more peaceful, tolerant, inclusive, secure and sustainable societies.

Revisiting the curriculum in the Covid-19 era then expresses the fallacy of the “new normal” but also represents a particular opportunity to promote a different path forward.

Looking to the post-Covid-19 curriculum

No longer public, let alone sacred, morality becomes a matter of privately held values, sometimes monetized as commodities, statements of personal preference, often ornamental, sometimes self-servingly instrumental. Whatever their function, values were to be confined to the private sphere. The public sphere was no longer the civic square but rather, the marketplace, the site where one purchased whatever one valued.

Conclusions

If time, technology and teaching are moving images of eternity, curriculum and pedagogy are also, both ‘moving’ and ‘images’ but not an explicit, empirical, or exact representation of eternity…if reality is an endless series of ‘moving images’, the canonical curriculum question—What knowledge is of most worth?—cannot be settled for all time by declaring one set of subjects eternally important” (Pinar 2019 , p. 12).

is full professor in the Department of Curriculum Studies and Educational Technology (Institute of Education, University of Minho, Portugal). His research focuses on curriculum theory, curriculum politics, and teacher training and evaluation. Presently, he is director of the PhD Science Education Program of the University of Minho, member of the Advisory Board of the Organization of Ibero-American Studies, director of the European Journal of Curriculum Studies, and director of the European Association on Curriculum Studies.

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Importance Of Education Essay - 100, 200, 500 Words

Merriam - Webster defines “Education” as the knowledge and development resulting from the process of being educated. Education involves learning new skills and acquiring knowledge to have a better understanding of different disciplines. Here are a few sample essays on the importance of education.

100 Words Essay on The Importance of Education

Education is an important element in an individual's life to go ahead and find success . Parents, schools, and universities play a vital role in educating an individual. Education instils confidence, self-acceptance, and self-worth and makes a person more aware of their surroundings and issues faced by the world. In this competitive world, it is a must for an individual to be educated. Self-confidence is found more in an educated individual than in one who is uneducated. It helps people to improve their skills and work on better opportunities to make a living. Educated individuals are an asset to the nation and help a nation to grow.

200 Words Essay on The Importance of Education

500 words essay on the importance of education.

Importance Of Education Essay - 100, 200, 500 Words

Education brings change and it helps an individual to understand their rights and responsibilities towards their family, society, nation, and world. It helps an individual to view the world and situation from a different perspective and fight against violence, injustice, corruption, and various other mishappenings. It makes a person more stable and wise. One can improve their chance of getting job opportunities with the aid of their expertise and degree. It opens several opportunities in various fields for an individual.

Education teaches a person to be self-sufficient. It brings equality to society. If everyone chooses to be educated, there will be equality among individuals and no one will look down on others with disrespect. Education makes a person productive and helps them to contribute to society efficiently. An educated person is an asset to society as well as the nation . It can be said that education is a staircase for a person's, society's, and nation's achievement and development. The future of a nation is dependent on the education of the present generation. It plays a significant influence in making and developing us, making us more optimistic about life and its objectives. An educated person tends to live a more meaningful and purposeful life than an uneducated individual.

Franz Grillparzer once said, “The uneducated person perceives only the individual phenomenon, the partly educated person the rule, and the educated person the exception". Education is necessary for individuals. It is one of the basic rights of an individual. It expedites quality learning and also inculcates belief, skills, knowledge, value, and moral habits. Education makes an individual’s life better and more peaceful. The first step of education is to teach an individual to write and read. Education makes people aware and literate. It opens the door to employment and certainly helps people to make a better living. It also improves and refines the communication skills of a person. It educates an individual to use the resources available to them pragmatically. One of the noteworthy aspects of education is its importance in spreading knowledge in society. The knowledge is passed from one generation to another when a person is educated. It is not one person who is educated but through one many are educated. It is a ray of light and hope for a better life.

Personality Development

Education makes a person socially, mentally, and intellectually strong as it increases knowledge level, and improves technical skills . It helps them to secure a better position in the corporate and educational sectors. It is a tool that benefits throughout life. Education plays an important role in the modern technological world. Education is not tough and costly like in earlier days when only rich people could afford to get their children educated and trained. There are many ways to enhance the education level in the present century. The whole criteria of getting educated have changed in this modernised era.

Education is now accessible to an individual of any age group. It is said that it is better late than never. Age limit can never be a barrier if the mind of a person is not limited. Schools have opened a curriculum in which a person can undergo homeschooling. Various distance learning programs are opened by Universities all over the world. We can study through the means of distance learning programs after high school while pursuing a job. The academic fee has also been made feasible to make the courses accessible for every individual.

Non-Governmental Organisations and Governmental organisations run various drives in which they come to an area and teach students . Parents and teachers play an important role in an individual’s life to help them to become well-educated people. It develops people's minds and removes a great barrier in society. It makes people noble and perfect. It enhances personal advancements, increases social health and progress, and economical progress.

Educated individuals are the asset of any nation . Through them, a nation advances as education removes the barrier of mindsets, provides knowledge and information, and makes a person a good listener and well-mannered. It provides an individual with a unique standard in life and prepares them to solve any family, social, national, and international level problems. Education helps in financial and mental stability and self–dependency. It instals confidence in a person which is one of the finest aspects of success and also boosts self–assurance.

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Information Technology

Data Administrator

Database professionals use software to store and organise data such as financial information, and customer shipping records. Individuals who opt for a career as data administrators ensure that data is available for users and secured from unauthorised sales. DB administrators may work in various types of industries. It may involve computer systems design, service firms, insurance companies, banks and hospitals.

Bio Medical Engineer

The field of biomedical engineering opens up a universe of expert chances. An Individual in the biomedical engineering career path work in the field of engineering as well as medicine, in order to find out solutions to common problems of the two fields. The biomedical engineering job opportunities are to collaborate with doctors and researchers to develop medical systems, equipment, or devices that can solve clinical problems. Here we will be discussing jobs after biomedical engineering, how to get a job in biomedical engineering, biomedical engineering scope, and salary.

Ethical Hacker

A career as ethical hacker involves various challenges and provides lucrative opportunities in the digital era where every giant business and startup owns its cyberspace on the world wide web. Individuals in the ethical hacker career path try to find the vulnerabilities in the cyber system to get its authority. If he or she succeeds in it then he or she gets its illegal authority. Individuals in the ethical hacker career path then steal information or delete the file that could affect the business, functioning, or services of the organization.

GIS officer work on various GIS software to conduct a study and gather spatial and non-spatial information. GIS experts update the GIS data and maintain it. The databases include aerial or satellite imagery, latitudinal and longitudinal coordinates, and manually digitized images of maps. In a career as GIS expert, one is responsible for creating online and mobile maps.

Data Analyst

The invention of the database has given fresh breath to the people involved in the data analytics career path. Analysis refers to splitting up a whole into its individual components for individual analysis. Data analysis is a method through which raw data are processed and transformed into information that would be beneficial for user strategic thinking.

Data are collected and examined to respond to questions, evaluate hypotheses or contradict theories. It is a tool for analyzing, transforming, modeling, and arranging data with useful knowledge, to assist in decision-making and methods, encompassing various strategies, and is used in different fields of business, research, and social science.

Geothermal Engineer

Individuals who opt for a career as geothermal engineers are the professionals involved in the processing of geothermal energy. The responsibilities of geothermal engineers may vary depending on the workplace location. Those who work in fields design facilities to process and distribute geothermal energy. They oversee the functioning of machinery used in the field.

Database Architect

If you are intrigued by the programming world and are interested in developing communications networks then a career as database architect may be a good option for you. Data architect roles and responsibilities include building design models for data communication networks. Wide Area Networks (WANs), local area networks (LANs), and intranets are included in the database networks. It is expected that database architects will have in-depth knowledge of a company's business to develop a network to fulfil the requirements of the organisation. Stay tuned as we look at the larger picture and give you more information on what is db architecture, why you should pursue database architecture, what to expect from such a degree and what your job opportunities will be after graduation. Here, we will be discussing how to become a data architect. Students can visit NIT Trichy , IIT Kharagpur , JMI New Delhi .

Remote Sensing Technician

Individuals who opt for a career as a remote sensing technician possess unique personalities. Remote sensing analysts seem to be rational human beings, they are strong, independent, persistent, sincere, realistic and resourceful. Some of them are analytical as well, which means they are intelligent, introspective and inquisitive.

Remote sensing scientists use remote sensing technology to support scientists in fields such as community planning, flight planning or the management of natural resources. Analysing data collected from aircraft, satellites or ground-based platforms using statistical analysis software, image analysis software or Geographic Information Systems (GIS) is a significant part of their work. Do you want to learn how to become remote sensing technician? There's no need to be concerned; we've devised a simple remote sensing technician career path for you. Scroll through the pages and read.

Budget Analyst

Budget analysis, in a nutshell, entails thoroughly analyzing the details of a financial budget. The budget analysis aims to better understand and manage revenue. Budget analysts assist in the achievement of financial targets, the preservation of profitability, and the pursuit of long-term growth for a business. Budget analysts generally have a bachelor's degree in accounting, finance, economics, or a closely related field. Knowledge of Financial Management is of prime importance in this career.

Underwriter

An underwriter is a person who assesses and evaluates the risk of insurance in his or her field like mortgage, loan, health policy, investment, and so on and so forth. The underwriter career path does involve risks as analysing the risks means finding out if there is a way for the insurance underwriter jobs to recover the money from its clients. If the risk turns out to be too much for the company then in the future it is an underwriter who will be held accountable for it. Therefore, one must carry out his or her job with a lot of attention and diligence.

Finance Executive

Product manager.

A Product Manager is a professional responsible for product planning and marketing. He or she manages the product throughout the Product Life Cycle, gathering and prioritising the product. A product manager job description includes defining the product vision and working closely with team members of other departments to deliver winning products.

Operations Manager

Individuals in the operations manager jobs are responsible for ensuring the efficiency of each department to acquire its optimal goal. They plan the use of resources and distribution of materials. The operations manager's job description includes managing budgets, negotiating contracts, and performing administrative tasks.

Stock Analyst

Individuals who opt for a career as a stock analyst examine the company's investments makes decisions and keep track of financial securities. The nature of such investments will differ from one business to the next. Individuals in the stock analyst career use data mining to forecast a company's profits and revenues, advise clients on whether to buy or sell, participate in seminars, and discussing financial matters with executives and evaluate annual reports.

A Researcher is a professional who is responsible for collecting data and information by reviewing the literature and conducting experiments and surveys. He or she uses various methodological processes to provide accurate data and information that is utilised by academicians and other industry professionals. Here, we will discuss what is a researcher, the researcher's salary, types of researchers.

Welding Engineer

Welding Engineer Job Description: A Welding Engineer work involves managing welding projects and supervising welding teams. He or she is responsible for reviewing welding procedures, processes and documentation. A career as Welding Engineer involves conducting failure analyses and causes on welding issues.

Transportation Planner

A career as Transportation Planner requires technical application of science and technology in engineering, particularly the concepts, equipment and technologies involved in the production of products and services. In fields like land use, infrastructure review, ecological standards and street design, he or she considers issues of health, environment and performance. A Transportation Planner assigns resources for implementing and designing programmes. He or she is responsible for assessing needs, preparing plans and forecasts and compliance with regulations.

Environmental Engineer

Individuals who opt for a career as an environmental engineer are construction professionals who utilise the skills and knowledge of biology, soil science, chemistry and the concept of engineering to design and develop projects that serve as solutions to various environmental problems.

Safety Manager

A Safety Manager is a professional responsible for employee’s safety at work. He or she plans, implements and oversees the company’s employee safety. A Safety Manager ensures compliance and adherence to Occupational Health and Safety (OHS) guidelines.

Conservation Architect

A Conservation Architect is a professional responsible for conserving and restoring buildings or monuments having a historic value. He or she applies techniques to document and stabilise the object’s state without any further damage. A Conservation Architect restores the monuments and heritage buildings to bring them back to their original state.

Structural Engineer

A Structural Engineer designs buildings, bridges, and other related structures. He or she analyzes the structures and makes sure the structures are strong enough to be used by the people. A career as a Structural Engineer requires working in the construction process. It comes under the civil engineering discipline. A Structure Engineer creates structural models with the help of computer-aided design software.

Highway Engineer

Highway Engineer Job Description: A Highway Engineer is a civil engineer who specialises in planning and building thousands of miles of roads that support connectivity and allow transportation across the country. He or she ensures that traffic management schemes are effectively planned concerning economic sustainability and successful implementation.

Field Surveyor

Are you searching for a Field Surveyor Job Description? A Field Surveyor is a professional responsible for conducting field surveys for various places or geographical conditions. He or she collects the required data and information as per the instructions given by senior officials.

Orthotist and Prosthetist

Orthotists and Prosthetists are professionals who provide aid to patients with disabilities. They fix them to artificial limbs (prosthetics) and help them to regain stability. There are times when people lose their limbs in an accident. In some other occasions, they are born without a limb or orthopaedic impairment. Orthotists and prosthetists play a crucial role in their lives with fixing them to assistive devices and provide mobility.

Pathologist

A career in pathology in India is filled with several responsibilities as it is a medical branch and affects human lives. The demand for pathologists has been increasing over the past few years as people are getting more aware of different diseases. Not only that, but an increase in population and lifestyle changes have also contributed to the increase in a pathologist’s demand. The pathology careers provide an extremely huge number of opportunities and if you want to be a part of the medical field you can consider being a pathologist. If you want to know more about a career in pathology in India then continue reading this article.

Veterinary Doctor

Speech therapist, gynaecologist.

Gynaecology can be defined as the study of the female body. The job outlook for gynaecology is excellent since there is evergreen demand for one because of their responsibility of dealing with not only women’s health but also fertility and pregnancy issues. Although most women prefer to have a women obstetrician gynaecologist as their doctor, men also explore a career as a gynaecologist and there are ample amounts of male doctors in the field who are gynaecologists and aid women during delivery and childbirth.

Audiologist

The audiologist career involves audiology professionals who are responsible to treat hearing loss and proactively preventing the relevant damage. Individuals who opt for a career as an audiologist use various testing strategies with the aim to determine if someone has a normal sensitivity to sounds or not. After the identification of hearing loss, a hearing doctor is required to determine which sections of the hearing are affected, to what extent they are affected, and where the wound causing the hearing loss is found. As soon as the hearing loss is identified, the patients are provided with recommendations for interventions and rehabilitation such as hearing aids, cochlear implants, and appropriate medical referrals. While audiology is a branch of science that studies and researches hearing, balance, and related disorders.

An oncologist is a specialised doctor responsible for providing medical care to patients diagnosed with cancer. He or she uses several therapies to control the cancer and its effect on the human body such as chemotherapy, immunotherapy, radiation therapy and biopsy. An oncologist designs a treatment plan based on a pathology report after diagnosing the type of cancer and where it is spreading inside the body.

Are you searching for an ‘Anatomist job description’? An Anatomist is a research professional who applies the laws of biological science to determine the ability of bodies of various living organisms including animals and humans to regenerate the damaged or destroyed organs. If you want to know what does an anatomist do, then read the entire article, where we will answer all your questions.

For an individual who opts for a career as an actor, the primary responsibility is to completely speak to the character he or she is playing and to persuade the crowd that the character is genuine by connecting with them and bringing them into the story. This applies to significant roles and littler parts, as all roles join to make an effective creation. Here in this article, we will discuss how to become an actor in India, actor exams, actor salary in India, and actor jobs.

Individuals who opt for a career as acrobats create and direct original routines for themselves, in addition to developing interpretations of existing routines. The work of circus acrobats can be seen in a variety of performance settings, including circus, reality shows, sports events like the Olympics, movies and commercials. Individuals who opt for a career as acrobats must be prepared to face rejections and intermittent periods of work. The creativity of acrobats may extend to other aspects of the performance. For example, acrobats in the circus may work with gym trainers, celebrities or collaborate with other professionals to enhance such performance elements as costume and or maybe at the teaching end of the career.

Video Game Designer

Career as a video game designer is filled with excitement as well as responsibilities. A video game designer is someone who is involved in the process of creating a game from day one. He or she is responsible for fulfilling duties like designing the character of the game, the several levels involved, plot, art and similar other elements. Individuals who opt for a career as a video game designer may also write the codes for the game using different programming languages.

Depending on the video game designer job description and experience they may also have to lead a team and do the early testing of the game in order to suggest changes and find loopholes.

Radio Jockey

Radio Jockey is an exciting, promising career and a great challenge for music lovers. If you are really interested in a career as radio jockey, then it is very important for an RJ to have an automatic, fun, and friendly personality. If you want to get a job done in this field, a strong command of the language and a good voice are always good things. Apart from this, in order to be a good radio jockey, you will also listen to good radio jockeys so that you can understand their style and later make your own by practicing.

A career as radio jockey has a lot to offer to deserving candidates. If you want to know more about a career as radio jockey, and how to become a radio jockey then continue reading the article.

Choreographer

The word “choreography" actually comes from Greek words that mean “dance writing." Individuals who opt for a career as a choreographer create and direct original dances, in addition to developing interpretations of existing dances. A Choreographer dances and utilises his or her creativity in other aspects of dance performance. For example, he or she may work with the music director to select music or collaborate with other famous choreographers to enhance such performance elements as lighting, costume and set design.

Social Media Manager

A career as social media manager involves implementing the company’s or brand’s marketing plan across all social media channels. Social media managers help in building or improving a brand’s or a company’s website traffic, build brand awareness, create and implement marketing and brand strategy. Social media managers are key to important social communication as well.

Photographer

Photography is considered both a science and an art, an artistic means of expression in which the camera replaces the pen. In a career as a photographer, an individual is hired to capture the moments of public and private events, such as press conferences or weddings, or may also work inside a studio, where people go to get their picture clicked. Photography is divided into many streams each generating numerous career opportunities in photography. With the boom in advertising, media, and the fashion industry, photography has emerged as a lucrative and thrilling career option for many Indian youths.

An individual who is pursuing a career as a producer is responsible for managing the business aspects of production. They are involved in each aspect of production from its inception to deception. Famous movie producers review the script, recommend changes and visualise the story.

They are responsible for overseeing the finance involved in the project and distributing the film for broadcasting on various platforms. A career as a producer is quite fulfilling as well as exhaustive in terms of playing different roles in order for a production to be successful. Famous movie producers are responsible for hiring creative and technical personnel on contract basis.

Copy Writer

In a career as a copywriter, one has to consult with the client and understand the brief well. A career as a copywriter has a lot to offer to deserving candidates. Several new mediums of advertising are opening therefore making it a lucrative career choice. Students can pursue various copywriter courses such as Journalism , Advertising , Marketing Management . Here, we have discussed how to become a freelance copywriter, copywriter career path, how to become a copywriter in India, and copywriting career outlook.

In a career as a vlogger, one generally works for himself or herself. However, once an individual has gained viewership there are several brands and companies that approach them for paid collaboration. It is one of those fields where an individual can earn well while following his or her passion.

Ever since internet costs got reduced the viewership for these types of content has increased on a large scale. Therefore, a career as a vlogger has a lot to offer. If you want to know more about the Vlogger eligibility, roles and responsibilities then continue reading the article.

For publishing books, newspapers, magazines and digital material, editorial and commercial strategies are set by publishers. Individuals in publishing career paths make choices about the markets their businesses will reach and the type of content that their audience will be served. Individuals in book publisher careers collaborate with editorial staff, designers, authors, and freelance contributors who develop and manage the creation of content.

Careers in journalism are filled with excitement as well as responsibilities. One cannot afford to miss out on the details. As it is the small details that provide insights into a story. Depending on those insights a journalist goes about writing a news article. A journalism career can be stressful at times but if you are someone who is passionate about it then it is the right choice for you. If you want to know more about the media field and journalist career then continue reading this article.

Individuals in the editor career path is an unsung hero of the news industry who polishes the language of the news stories provided by stringers, reporters, copywriters and content writers and also news agencies. Individuals who opt for a career as an editor make it more persuasive, concise and clear for readers. In this article, we will discuss the details of the editor's career path such as how to become an editor in India, editor salary in India and editor skills and qualities.

Individuals who opt for a career as a reporter may often be at work on national holidays and festivities. He or she pitches various story ideas and covers news stories in risky situations. Students can pursue a BMC (Bachelor of Mass Communication) , B.M.M. (Bachelor of Mass Media) , or MAJMC (MA in Journalism and Mass Communication) to become a reporter. While we sit at home reporters travel to locations to collect information that carries a news value.

Corporate Executive

Are you searching for a Corporate Executive job description? A Corporate Executive role comes with administrative duties. He or she provides support to the leadership of the organisation. A Corporate Executive fulfils the business purpose and ensures its financial stability. In this article, we are going to discuss how to become corporate executive.

Multimedia Specialist

A multimedia specialist is a media professional who creates, audio, videos, graphic image files, computer animations for multimedia applications. He or she is responsible for planning, producing, and maintaining websites and applications.

Quality Controller

A quality controller plays a crucial role in an organisation. He or she is responsible for performing quality checks on manufactured products. He or she identifies the defects in a product and rejects the product.

A quality controller records detailed information about products with defects and sends it to the supervisor or plant manager to take necessary actions to improve the production process.

Production Manager

A QA Lead is in charge of the QA Team. The role of QA Lead comes with the responsibility of assessing services and products in order to determine that he or she meets the quality standards. He or she develops, implements and manages test plans.

Process Development Engineer

The Process Development Engineers design, implement, manufacture, mine, and other production systems using technical knowledge and expertise in the industry. They use computer modeling software to test technologies and machinery. An individual who is opting career as Process Development Engineer is responsible for developing cost-effective and efficient processes. They also monitor the production process and ensure it functions smoothly and efficiently.

AWS Solution Architect

An AWS Solution Architect is someone who specializes in developing and implementing cloud computing systems. He or she has a good understanding of the various aspects of cloud computing and can confidently deploy and manage their systems. He or she troubleshoots the issues and evaluates the risk from the third party.

Azure Administrator

An Azure Administrator is a professional responsible for implementing, monitoring, and maintaining Azure Solutions. He or she manages cloud infrastructure service instances and various cloud servers as well as sets up public and private cloud systems.

Computer Programmer

Careers in computer programming primarily refer to the systematic act of writing code and moreover include wider computer science areas. The word 'programmer' or 'coder' has entered into practice with the growing number of newly self-taught tech enthusiasts. Computer programming careers involve the use of designs created by software developers and engineers and transforming them into commands that can be implemented by computers. These commands result in regular usage of social media sites, word-processing applications and browsers.

Information Security Manager

Individuals in the information security manager career path involves in overseeing and controlling all aspects of computer security. The IT security manager job description includes planning and carrying out security measures to protect the business data and information from corruption, theft, unauthorised access, and deliberate attack

ITSM Manager

Automation test engineer.

An Automation Test Engineer job involves executing automated test scripts. He or she identifies the project’s problems and troubleshoots them. The role involves documenting the defect using management tools. He or she works with the application team in order to resolve any issues arising during the testing process.

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The "new normal" in education
The new normal. The pandemic ushers in a "new" normal, in which digitization enforces ways of working and learning. It forces education further into technologization, a development already well underway, fueled by commercialism and the reigning market ideology. Daniel ( 2020, p.
200 word essay about "The new normal"
After all, the end of the lockdown will hardly mean the threat of coronavirus has been put to bed once and for all. As we continue to trudge on, and keep our social distancing vows, our 'new normal' continues to warp and morph and change to the demands of an ever changing uncertain world.
PDF Decoding new normal in education for the post-COVID-19 world: Beyond
life. Against this backdrop, there is increasing interest in what the new normal in education should be like. The "new normal" hype is gathering momentum, although it is not a new topic, attracting research interest ever since before the pandemic (e.g., Dziubanet al., 2018; Norberg et al., 2011; Wildemeersch & Jütte, 2017).
Designing the New Normal: Enable, Engage, Elevate, and ...
A 2020 review of research identified three dimensions of engagement: 3. Behavioral: the physical behaviors required to complete the learning activity. Emotional: the positive emotional energy associated with the learning activity. Cognitive: the mental energy that a student exerts toward the completion of the learning activity.
Essay on New Education Policy (NEP) in English
100 Words Essay on New Education Policy. The goal of the New Education Policy is to make education available to everyone from preschool through high school. With a 100% GRE (Gross Enrollment Ratio) in academics, it intends to achieve that. It is intended to be accomplished by 2030. A four-year, interdisciplinary undergraduate curriculum with a ...
A Year After Coronavirus: An Inclusive 'New Normal'
Reading a diverse range of essays from different age groups has given me a more in-depth insight into students' feelings who have been compelled to live and learn in confined spaces in times of COVID-19. It has been encouraging to note that their learnings continued at home during the lockdown. Most writers share a concern for the society while discussing about health, education, the ...
What Students Are Teaching the Rest of Us about the New Normal
With the COVID-19 pandemic taking a toll on students, personally and academically, many of them are modeling how to respond to the new normal. So many of us in higher education, and across the world, are exhausted, frustrated, and anxious. Two years ago, everything started to shut down—initially for only two weeks, maybe three—so that we ...
My Reflection in the New Normal Education
Sun.Star Pampanga. My Reflection in the New Normal Education. 2021-01-26 -. Rico Jay C. Mananquil. Much has been written about the new normal in the society as the COVID-19 Pandemic continues to spread in different countries around the world. The new normal will involve higher levels of health precautions.
Education In The New Normal
Our Expertise Insights Education In The New Normal. This was first published on June 3, 2020. Covid-19 has created numerous and significant challenges to the education system, and education leadership must implement a holistic strategy to mitigate the impact of the pandemic and adapt to the new reality. In April 2020 we published our first ...
Essay on New Education Policy 2020
500+ Words Essay on New Education Policy 2020. Education is a fundamental need and right of everyone now. In order to achieve our goals and help develop a just society, we need education. Similarly, education plays a great role in the national development of a nation. As we are facing a major change in terms of knowledge globally, the ...
THIS IS THE NEW Normal
The new normal, which just reminds us of how we took for granted the rights and liberties we were exercising before this quarantine transpired. Classroom education, face to face interactions with friends and colleagues, holding parties, watching concerts or cinemas, mingling with the public without any form of barrier.
The Role of Media and Information in Education in The New Normal
The Role of Media and Information in Education in the New Normal brought about by the Covid - Free download as Word Doc (.doc / .docx), PDF File (.pdf), Text File (.txt) or read online for free. The document discusses the role of media and information in education during the COVID-19 pandemic. It notes that over 1.2 billion students are now learning remotely due to school closures.
New Normal Education Essay
New Normal Education essay - Free download as Word Doc (.doc / .docx), PDF File (.pdf), Text File (.txt) or read online for free.
The "new normal" in education
The new normal. The pandemic ushers in a "new" normal, in which digitization enforces ways of working and learning. It forces education further into technologization, a development already well underway, fueled by commercialism and the reigning market ideology. Daniel (2020, p. 1) notes that "many institutions had plans to make greater ...
Instructional Leadership Framework in the New Normal Education
Findings revealed that: (1) New Normal Leadership is the ability to be adaptive while staying strong with one's commitment; (2) It is about being an effective instructional decision-maker; (3) A ...
Write an informative essay about the New Normal Education. (200 words
This essay aims to provide an informative overview of this new educational paradigm and its impact on students, teachers, and institutions. Paragraph 1: Defining the New Normal Education The New Normal Education refers to the shift towards remote or hybrid learning models in response to the COVID-19 pandemic.
The "New Normal": Thoughts about the Shape of Things to Come in the
Nicholas Eberstadt offers insights into the challenges to U.S. leadership in a post-pandemic world. This is the inaugural essay in the series "The New Normal in Asia," which explores ways in which the Covid-19 pandemic might adjust, shape, or reorder the world across multiple dimensions.
SOLVED: Write an essay about the topic "The Role of Media and
The COVID-19 pandemic has brought about a new normal in education, with schools and universities closed and students forced to learn from home. ... Write an essay composed of not less than 200 words about the topic " The Role of Media and Information in Education in the New Normal brought about by the Covid-19 pandemic" 00:15.
Essay About The New Normal Means of Education
It is very hard to imagine that our means of normal way of living will alter as we go along and live in the year 2020. First, many countries worldwide responded to this circumstance for this is life threatening among humans while others were not troubled because they think they can handle this over immediately with the advancement of technology ...
Write a 200-word essay about "The New Normal.
Four weekly jobless claims reports and 22 million unemployment insurance applications later, U.S. unemployment is already above the 15% mark: north of 1931 levels, in other words. By the end of April, we could well reach or break the 20% threshold, bringing us to 1935 levels, and 1933 levels (25%) no longer sound fantastical.
Education in the new normal essay over 200 words learning task 6
Answer: While the term has no definitive meaning, it has been assumed by many to be a more technology-driven teaching and learning in a post-COVID context. It has been anticipated that education in the 'new normal' will never be the same as pre-pandemic times. The COVID-19 pandemic is changing our lives and bringing a lot of challenges to our era.
Importance of Education Essay
Education involves learning new skills and acquiring knowledge to have a better understanding of different disciplines. Here are a few sample essays on the importance of education. 100 Words Essay on The Importance of Education. Education is an important element in an individual's life to go ahead and find success. Parents, schools, and ...
write a 200 word essay about the new normal
The face-to-face class has gone and replaced by modular learning and online class. I expect that the new normal education for school year 2021-2022 will bring happiness to me. I expecting that face-to-face class will back and my also the way communicate in each other, and also people in this year be awared on their environment and also in others.

The “new normal” in education

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A Year After Coronavirus: An Inclusive ‘New Normal’

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