There are two ways to bring about or implement change in the Indian education system today; one is the quality of teachers, who are directly instigating and facilitating the students. A lot of resources like continuous professional development programs (CDPs) and online courses help teachers improve their professional skills in order to meet the changing needs of the system. The second one is to work on strengthening the curriculum in the form of syllabus or content, designing better lesson plans for teachers so that it's lucid and the teacher can focus on delivering quality content, and including activities and firsthand experiences of what the students are studying in the classroom.

It is, however, important to note that all the parameters that we discussed above, go hand-in-hand. Only teaching skills to the students without the proper contextual knowledge and vice versa, will not yield any results. To equip students and teachers through relatable and situation-appropriate content will not only help students understand why they are studying what they are studying, but also make teachers' tasks easier. In most schools, government and private, in India, the teachers are overburdened with all kinds of academic and administrative responsibilities which sometimes make it difficult for them to provide their undivided attention to delivering qualitative content, keeping each student in mind.

Speaking of students or learners, we know that there isn't just one type of learner in a classroom. The teacher has to keep in mind every student and their learning profile while teaching. Therefore, standardising content and curriculum might help most of the students, but would also miss out on some. In order to address this issue, the school or the teachers can take assessments in the classroom. This in no way means examinations or tests, but formative and summative assessments where the teacher can make running notes on their students' performance and can give them tasks to do in order to check how much they have learnt or understood. Once this is cleared, it will become easier for the teachers to focus on students individually, knowing what might work best for them..

Instead of a teacher-guided experience, our education system needs student-led application with the teachers' role redefining to that of a mere facilitator. If we compare the Indian education system and foreign education system, we will realise how far we still need to go in order to prepare our learners to face the world. One example of a country that lays a lot of importance on the 21st-century skills in the education sector is Singapore. Teachers are trained exhaustively to meet the new global challenges by creating an environment for 21st-century learners. But more than that, their curriculum forces students to practice 21st-century skills while they are in the classroom. This also includes sending queries to teachers via Twitter which is then displayed on the projector in the classroom. This is an amazing way of teaching media to a student, by looking at social media as a resource rather than a distraction. This particular change, out of many others, has made Singapore one of the leading countries in providing quality education.

It is imperative for the students to acquire the skills that would make them ready for careers in the age of uncertainty and digitalisation. It is also important for students to become an important part of the 21st-century world. We at Brainwiz, always try to bridge this gap by designing qualitative programs by focusing on the 21st-century skills and their relevance in real-life. Know more about us at www.brainwiz.in.