Harmonizing the BCG model with logic of curriculum and maxims of teaching for maximizing effective teaching-learning

Abstract

The Bio-Circular Green Economy Model introduced by Thailand aims to create a sustainable, inclusive society, economy and environment, through application of science, technology and innovation, using Thailand’s comparative advantage in biological and cultural diversity into competitive advantage. The importance of BCG model encompasses every country that aims to thrive through a culture of equity, inclusion and sustainability. India being one such country which does have a comparative advantage of cultural and environmental diversity, there lies need to promote equity, inclusion, innovation, economic and cultural responsiveness in its society. Educational scenario in India had showcased teachers as entities who tend to control the students and pour knowledge into them. The primary goal of every teaching learning process is maximum outcome of learning which includes behaviour modification, and therefore the maxims of teaching are the general principles which guides every teacher to manage their classroom effectively, with maximum participation of learners, invocation of sustainability and inclusiveness, as well as self-motivated learning taking place. An effective teacher is a facilitator, who uses the maxims to maximize the learning outcome keeping the outcome in congruence with the BCG Model. National Education Policy 2020 has laid down various pedagogical strategies that suits the logic of the curriculum structure. The logic is based on psychological aspects of growth and development. Hence, this study aims at seeking a relation between BCG Model and logic of Curriculum Instruction to intensify the learning outcome through application of Maxims of Teaching within the classroom by adopting thematic analysis.