[Core] Fwd: [Research] posters
Guru
Guru at ITforChange.net
Tue Sep 28 21:40:37 IST 2021
for info
for ref for making the doc for the commissioner Karnataka
-------- Forwarded Message --------
Subject: Re: [Research] posters
Date: Sun, 22 Aug 2021 10:26:54 +0530
From: Rishikesh <rishikesh at apu.edu.in>
To: 'Jean Dreze' <jaandaraz at riseup.net>
CC: research at educationemergency.net, 'Niranjanaradhya.V.P Aradhya'
<aradhyaniranjan at hotmail.com>
Sajitha & Jyotsna have already provided very useful inputs. So, I’m not
sure how useful this attachment is Jean. It contains examples on how the
current and next year can be designed and the kind of curricular changes
(broad and the next level illustratively for Math).
I’m attaching the word version so that you can use any section of the
note to incorporate into your submission to the Secy, GoJ. Please feel
free to use the note I’ve shared in whatever way you feel fit as it does
not require any referencing.
Warm regards,
rishi
*From:* Research <research-bounces at educationemergency.net> *On Behalf Of
*Jyotsna Jha
*Sent:* Sunday, August 22, 2021 10:06 AM
*To:* Sajitha Bashir <sajitha.bashir at gmail.com>
*Cc:* research at educationemergency.net; Niranjanaradhya.V.P Aradhya
<aradhyaniranjan at hotmail.com>
*Subject:* Re: [Research] posters
Hi Jean,
I can see that we all have different and at times also contrary
suggestions.
Yet, can help suggesting a few - I am sure you would discern and decide:
I think you should ask for some quick decisions that are also easier to
implement followed by some modified approaches for being more supportive
to children. I have five suggestions:
1. I am a votary for a Zero Year or a Bonus Year for all primary kids,
especially in states like Jharkhand and Bihar. In the lifetime, one year
is nothing but if pushed to higher grades without knowing nothing, it
would lead to much higher dropouts.
2. A curriculum-approach replanning with support of local (there are
some in Ranchi who understand these well) and some external people,
focusing on key and supportive concepts - I know that MP is making some
such initiative. Different from bridging in the sense that it also takes
note of already prevailing learning gaps and also structural aspects.
3. Training teachers on this new approach and also extensively on equity
and learning issues making them able to have a differential approach and
not treating all children the same. It may also mean individual testing
(as Sajitha is suggesting) to know about each one of them - but much
better to equip teachers to do that rather than organising large scale
ones. It must include orienting them on socio-emotional support and the
importance of maintaining links with children/parents during such breaks.
4. Preparing teachers/schools/system for future sudden such occurrences
(third wave?). For instance, many schools don't have all children's
addresses with landmarks, phone numbers (family or neighbour), closest
literate person's phone number/address. We found that to be a major
constraint that teachers faced when it came to getting in touch with
students and families. Record collection may have happened but the
school does not have these in many cases.
5. Textbooks (plus additional learning materials) and Meals to be
non-negotiable - the system must assess the current practices and assure
the availability of these two.
Regards,
Jyotsna
On Sun, Aug 22, 2021 at 9:20 AM Sajitha Bashir <sajitha.bashir at gmail.com
<mailto:sajitha.bashir at gmail.com>> wrote:
Studies from the US show that it takes several years for students
who are below grade level to "catch up" to grade level ; one study I
saw indicates that only 4 % catch up in two years ! (This is
pre-pandemic). In general, younger children, and students who are
not independent learners take longer. So this cannot be a one-time
effort, it could take a few years. In other words, think of what
you have to do consistently for several years (which may , if done
well, actually introduce some much needed changes in the education
system). That is the first point that I would make.
The education support group of the coalition is preparing draft
guidelines/ principles . At this stage, a few other points that
could be put forward
- children need to be assessed individually (not just on academic
subjects); sample based assessments and tests give us an idea of the
scale of the problem, but do not indicate what needs to be done in
each school. These have to be administered by teachers, but there
must be some quality checks and protocols, and consistent analysis
of data, to help develop school plans. [ Also, children would also
have learnt new skills and resilience during this time, and it is
important to build on this]
- extend the time for learning (eg weekends, holidays etc). This
obviously has to be negotiated with teachers or other organizations
have to be brought in.
- mixed age groups / classes in smaller groups - eg you can teach
literacy skills to some students in classes 1-3 together, if some
grade 2-3 students have lost literacy skills. This becomes more
difficult at higher levels, but solutions can be found.
- focus on core subjects initially - language, mathematics; and
socio-emotional
- tailored training for teachers to understand and take up new
methods, and regular support provided to them
- additional instructional materials for the above (ie the
textbooks usually cannot be used; but additional instructional
materials are not difficult to develop and need not take time)
- a clear instructional plan developed by each school ( schools will
need support for this)
- detailed district or block level planning and monitoring to
support each school;
- meaningful and sensitive communication with parents on a regular
basis.
- more public funding to support all of above; one can't tackle the
crisis meaningfully with the existing level of resources
On Sat, Aug 21, 2021 at 9:56 PM Jean Dreze <jaandaraz at riseup.net
<mailto:jaandaraz at riseup.net>> wrote:
We are meeting the Education Secretary in Jharkhand tomorrow. If
you have any suggestions, or any ready-made material that might
be useful to him, please let me know.
Jean
On 22-08-2021 07:12, Rishikesh wrote:
That is right. The gap that has occurred over the 16+ months
is so huge and as Jean says it is over the gap that already
existed! If we are to do anything meaningful, we will need a
lot of time with the children to even get them to where they
were before the lockdown.
I guess all will agree with it too. But the challenge is in
coming up with the appropriate approach with a suitable
curriculum, material, pedagogy, capacity building to use
them & so on… we will have to start working with State
Govt’s to actionize this.
*From:* Jean Dreze <jaandaraz at riseup.net>
<mailto:jaandaraz at riseup.net>
*Sent:* Saturday, August 21, 2021 8:09 PM
*To:* Niranjanaradhya.V.P Aradhya
<aradhyaniranjan at hotmail.com>
<mailto:aradhyaniranjan at hotmail.com>; Guru
<Guru at ITforChange.net> <mailto:Guru at ITforChange.net>
*Cc:* Sajitha Bashir <sajitha.bashir at gmail.com>
<mailto:sajitha.bashir at gmail.com>;
mehendalearchana at gmail.com
<mailto:mehendalearchana at gmail.com>;
research at educationemergency.net
<mailto:research at educationemergency.net>; Rishikesh
<rishikesh at apu.edu.in> <mailto:rishikesh at apu.edu.in>
*Subject:* Re: [Research] posters
It seems to me that the "bridge", however designed, will
have to extend to March 2023, not 2022. Because the "gap",
for children who've been left out all this time, is not just
one-and-a-half years (since lockdown began); it's
one-and-a-half years + what they forgot of what they had
learnt + whatever gap was already there before the lockdown
began. I don't see a 3-month bridge course filling that gap.
Jean
On 21-08-2021 19:51, Niranjanaradhya.V.P Aradhya wrote:
Hi Jean and friends
You have raised an important issue. Since March 24^th to
till date nothing much happened to children who are in
lower classes. Therefore, I propose the following.
The children who joined class 1 in 2020-21 can be
combined with the children who are joining class 1 in
2021-22 since there levels of learning are one and the
same. These children will undergo accelerated learning
programme to learn basic things appropriate to their age
and grade in a combined manner to benefit both the age
groups and grades in 2021-22 for 200 hundred learning
days as indicated by RTE Act. During this period,
teachers with special curriculum and methods help these
children master the competencies otherwise they would
have mastered in class 1 and two respectively. At the
end of 2022 academic year , a special programme for
children who got admitted to class 1 in 2020-21 ( though
they have not attended school) can be designed with
special curriculum to prepare them for class 3, so that
we can avoid loss of one year for no fault of them.
In the meal for all other grades from 2 to 10, the first
3 months should be devoted to well-structured bridge
course with a specially designed curriculum to get
familiar with age wise- grade wise competencies before
we start curriculum transaction
Otherwise, the loss is for marginalized children who are
first- or second-generation learners. Therefore, while
talking on behalf them and demanding any solution needs
a fair understanding and all benefit should be given to
children. The decision also should be in the best
interest of the children.
Niranjan
------------------------------------------------------------------------
*From:*Jean Dreze <jaandaraz at riseup.net>
<mailto:jaandaraz at riseup.net>
*Sent:* 21 August 2021 1:20 AM
*To:* Guru <Guru at ITforChange.net>
<mailto:Guru at ITforChange.net>
*Cc:* niranjan aradhya <aradhyaniranjan at hotmail.com>
<mailto:aradhyaniranjan at hotmail.com>; Sajitha Bashir
<sajitha.bashir at gmail.com>
<mailto:sajitha.bashir at gmail.com>;
mehendalearchana at gmail.com
<mailto:mehendalearchana at gmail.com>
<mehendalearchana at gmail.com>
<mailto:mehendalearchana at gmail.com>;
research at educationemergency.net
<mailto:research at educationemergency.net>
<research at educationemergency.net>
<mailto:research at educationemergency.net>; Rishikesh
<rishikesh at apu.edu.in> <mailto:rishikesh at apu.edu.in>
*Subject:* Re: [Research] posters
Dear Guru and friends,
I am still tied up with the field survey, but doing my
best to keep up in the between with all the useful
material you are circulating.
The survey findings are alarming (no surprise here). In
Latehar district, in 5 SC/ST hamlets, we found that 75%
of children were unable to read a single word.
Meanwhile, the schools are falling apart.
I wonder what the "line" is on automatic promotion. Once
again it seems to suit privileged children, who are more
or less on track, but it is the kiss of educational
death for other children. How can children who were
enrolled in Class 1 last year, and have never been to
school or learnt the alphabet, be in Class 2 now (Class
3 in a few months), where they are given English
textbooks (in Jharkhand)? Is there not a case for a
"bonus year" when all children are helped to recover
instead of sorting the winners and losers yet again?
Just curious - I am sure that you have discussed this.
I am not clear whether "research at educationemergency.net"
<mailto:research at educationemergency.net> is a kind of
collective address so I am CC-ing a few at random!
Best,
Jean
On 10-08-2021 11:05, Guru wrote:
Thanks Jean
We are in the process of translating posters to as
many languages as possible as these can help in
sharp and quick communication. We will share these
with you as well.
regards
Guru
On 10/08/21 7:03 am, Jean Dreze wrote:
Dear Guru: Thanks for this and other mails. I am
up to my ears right now with the field survey
(until 22 August), but I will catch up as soon
as possible. We will definitely help with media
for one thing.
More asap,
Jean
On 06-08-2021 15:41, Guru wrote:
Dear Jean
I am attaching the posters that my colleague made in our Karnataka
'Open Schools' campaign
The campaign included a street protest, media articles, few press
releases which were reported in local papers. It may have helped a bit -
the Karnataka Govt kept high schools open Jan-March 2021.
Through the State SMC Federation, Niranjan and others also organized
district level protest meetings on school opening. A PIL was also put up
in Karnataka High Court on both opening schools and providing mid day
meals. The CJ was sympathetic but did not give a firm directive to open
schools. (there is a general middle class fear psychosis)
For this time, apart from posters, street protests, short videos
(children, parents, teachers) in multiple languages, social media
campaigns, apart from policy briefs, guidelines/toolkits for school
opening will be required. And the idea of the national coalition is to
share resources/ideas across groups working in different geographies.
regards,
Guru
https://www.newindianexpress.com/cities/bengaluru/2021/mar/19/midday-meals-as-crucial-as-classes-survey-2278502.html <https://www.newindianexpress.com/cities/bengaluru/2021/mar/19/midday-meals-as-crucial-as-classes-survey-2278502.html>
https://itforchange.net/press-release-open-all-schools-and-all-classes-local-hygiene-precautions <https://itforchange.net/press-release-open-all-schools-and-all-classes-local-hygiene-precautions>
https://itforchange.net/press-release-open-all-primary-schools-now-to-avoid-a-learning-crisis <https://itforchange.net/press-release-open-all-primary-schools-now-to-avoid-a-learning-crisis>
--
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