When the world was grappling with the effects of COVID-19 and schools & learning moved online, the disparities in education resources and leadership became even more evident. Many public schools struggled to adapt to the new normal, highlighting the urgent need for strong leadership and innovative solutions to ensure continuity in education.
Later in the month of July, the Government of India announced the National Education Policy 2020. A new policy after a long wait of more than three decades, it brought diverse lenses to the delivery of quality education. It introduced several new avenues to be explored by students as well as teachers. It aims to formulate a structure of inclusivity with the integration of regional languages into the curriculum. Another significant aspect of the policy is its focus on experiential learning, encouraging a shift from rote memorisation to a more holistic, application-based approach to education. There is the emphasis on the importance of early childhood education, underlining the foundational years as crucial for cognitive and emotional development. It also underscores the necessity of teacher training and professional development, advocating for continuous learning opportunities for educators.
Among these reforms and recommendations, is the National Mission for Mentoring (NMM). It acts as a support structure for school teachers to access Mentoring (as stated in Para 15.11). A knowledge system is going to be established where a large pool of outstanding professionals willing to provide short- and long-term professional support to school teachers will be present. The National Council for Teacher Education (NCTE) has been tasked with creating the framework.
Two big questions: What is the need for mentoring school teachers if they are already being trained during their B.Ed programs for the challenges in school education? And why is a method like mentoring being adopted?
B.Ed indeed upskills the teachers on school education, but every school teacher is placed in a different and diverse environment (influenced by geography, opportunities, availability of resources, community support, political scenarios, etc.). NMM aims to enable tailored professional support to address these unique challenges, aligning with NEP 2020’s goal of creating a robust knowledge system through experienced professionals.
A method like mentoring is interactive, engaging, and democratic. It involves two-way communication between mentors and mentees, encouraging active participation and dialogue. This interaction allows for real-time feedback, personalised guidance, and adaptive learning experiences, making the process dynamic and responsive to individual needs. It also creates a supportive environment where mentees feel motivated and invested in their professional development. Mentoring keeps participants engaged through meaningful discussions, practical advice, and collaborative problem-solving, keeping in the centre the mentee’s challenges and goals.
Simultaneously, mentoring offers an inclusive and equitable relationship, where both mentors and mentees have a voice and contribute to the learning process. It values the perspectives and experiences of both parties, promoting mutual respect and shared decision-making in the journey towards professional growth.
This is a five-part blog series on mentoring. In the previous piece, get to know about the significance of mentoring in shaping the learning journey of educational leaders. The following piece illustrates ShikshaLokam’s role in building the mentoring mission.
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