Experiential learning in primary Education: A comparative analysis of Finland and India

Experiential learning is a theory developed by educationist David Kolbe which emphasizes the value, mechanism and strategies of learning from experiences that have been described in a wonderful manner. As learning is considered as an active and engaging process, experiential learning highlights how real-life exposure and observations are one of the most durable and interesting techniques of learning. The experiential learning approach follows a cyclical process which involves Concrete Experience-Reflective Observations-Abstract Conceptualization and Active Experimentation as stages of learning. Finland, whose primary education system is considered as best in the world has successfully implemented experiential learning approach inits educational system. This experiential learning approach aims at fostering critical & constructive thinking, problem-solving, and creativity, which are considered as most desirable skills for any learner. Meanwhile, country like India which has traditionally put focus on orthodox exam-oriented system and rigid curricula is bracing itself for new educational reforms under the ambitious National Education Policy (NEP) 2020, which advocates massive thrust on learning by doing. The present paper explores the concept of experiential learning, its status in both India and Finland. Significant differences in its application, and inputs regarding various lessons India can adopt from Finland to develop a competent primary education system.