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<div style="text-align:
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on the Education
Emergency</span></span><br>
<span
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2022</span></div>
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To join the National
Coalition on the
Education Emergency
(NCEE), <a
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share with your
networks so that more
people worry about the<br>
Education Emergency.</span>
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18px;font-weight:
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150%;text-align: left;"
valign="top"> The NCEE
is organising the first
ever <a
href="https://educationemergency.net/2022/08/state-of-access-to-education-for-children-of-migrant-workers/"
target="_blank"
moz-do-not-send="true">national
consultation</a> on
the <span
style="color:#B22222"><strong><em>State
of Access to
Education for
Children of
Migrant Workers</em></strong></span>
on <strong>August 17,
2022 between 3-5 PM</strong>
<strong>IST</strong>. To
attend the consultation,
<a
href="mailto:info@educationemergency.net?subject=Request%20to%20attend%20the%20consultation%20on%2017%20August%202022"
target="_blank"
moz-do-not-send="true">write
to us</a> </td>
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<![endif]-->
<table style="max-width:100%;
min-width:100%;"
class="mcnTextContentContainer"
width="100%" cellspacing="0"
cellpadding="0" border="0"
align="left">
<tbody>
<tr>
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9px;color: #7A6E67;font-family:
"Helvetica Neue",
Helvetica, Arial, Verdana,
sans-serif;font-size:
16px;line-height: 150%;"
valign="top"> Did you know that
one in five internal migrants in
India is a child? Can we even
begin to imagine what their
plight must have been like when
they were forced to walk back
home with their parents almost
two years ago as the pandemic
set in? The kind of mental,
physical and emotional trauma
that they would have suffered?<br>
<br>
At the NCEE, we thought to ask a
deeper question. What about
their education? Their supposed
ticket to a better life,
perhaps, better than that of
their parents? We couldn't find
any conclusive answers. Because
you know what, very little data
exists on the education of
migrant children in the first
place. They might as well be the
'invisible children'.<br>
<br>
Most migrant children spend an
average of six months in
cities/towns with their parents
who migrate to these places in
search of better opportunities.
For these six months, the
children may or may not be
enrolled in a nearby school and
even if they are, they may be
learning in an alien language
and trying to cope up with peers
who have the advantage of
studying in the same classroom
for an entire year or more. When
they go back with their parents,
yet again, they may or may not
go to school. If they do, they
may be learning completely
different concepts. And the
cycle continues.<br>
<br>
Could we take a moment to think
about how the almost-two year
exile would have been on their
learning levels? They did not
even have access to whatever
make-shift/temporary educational
institutions they could attend
even as their families plunged
deeper into poverty.<br>
<br>
It is time to give these
children back their right to
quality education. Together, let
us fight for their right to a
better life. </td>
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<div style="text-align:
center;"><strong>TABLE
OF CONTENTS</strong><br>
<em><span
style="font-size:12px">Some
email clients do
not support local
links. Click <a
href="https://educationemergency.net/newsletter/NewsletterAug22.html"
target="_blank"
moz-do-not-send="true">here</a> to view the newsletter in your browser</span></em><br>
</div>
<div style="text-align:
left;">1. <a
href="#toc-ncee-in-action"
target="_self"
moz-do-not-send="true"><strong>NCEE
IN ACTION</strong></a></div>
<ul>
<li style="text-align:
left;"><a
href="#toc-on-the-ground"
target="_self"
moz-do-not-send="true">ON
THE GROUND</a></li>
<li style="text-align:
left;"><a
href="#toc-mobilization"
target="_self"
moz-do-not-send="true">MOBILIZATION</a></li>
<li style="text-align:
left;"><a
href="#toc-ear-to-the-ground"
target="_self"
moz-do-not-send="true">EAR
TO THE GROUND</a></li>
<li style="text-align:
left;"><a
href="#toc-tech-and-education"
target="_self"
moz-do-not-send="true">TECHNOLOGY
AND EDUCATION</a></li>
</ul>
<div style="text-align:
left;">2. <a
href="#toc-ncee-making-headlines"
target="_self"
moz-do-not-send="true"><strong>NCEE
MAKING HEADLINES</strong></a><br>
<br>
3. <a
href="#toc-state-of-ee"
target="_self"
moz-do-not-send="true"><strong>STATE
OF EDUCATION
EMERGENCY</strong></a></div>
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style="padding:
18px;color:
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id="toc-ncee-in-action" name="toc-ncee-in-action"
style="color:white;text-decoration:none;"
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IN ACTION</a> </td>
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valign="top">
<div style="text-align: center;"><a
id="toc-on-the-ground"
name="toc-on-the-ground"
style="color:#076187;text-decoration:none;"
moz-do-not-send="true"><strong>ON
THE GROUND</strong></a></div>
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valign="top">
<div style="text-align: left;"><span
style="font-size:18px"><strong>The
Education Emergency is
more urgent than ever!</strong></span></div>
<br>
The National Coalition on
Education Emergency (NCEE) had
an insightful second plenary
meeting on May 28, 2022 to
decide on a definitive course of
action ahead to combat the
education emergency that has
become more pronounced. All of
us working closely as part of
the NCEE have witnessed the
widening of social inequities
brought on by the pandemic and
exacerbated further by inaction
and apathy. Concerted and
consistent action on several
fronts is the only option we
have to ensure education
recovery and attempt to right
social wrongs that have not only
impacted childrens’ education
but also their health and
well-being.<br>
<br>
The NCEE will continue to focus
on four primary areas of action:<br>
<br>
<strong>Education Support</strong><br>
This arm will continue to work
towards building a space for
educational discourse to address
issues affecting the educational
recovery process – through
resources, awareness building
and capacity building.<br>
<br>
<strong>Social Mobilization,
Communications and Outreach</strong><br>
This arm will focus on building
and supporting a network of
like-minded organizations to
have more feet on the ground
talking to relevant state and
social actors. The NCEE will
also double down on leveraging
the media to create
conversations around the
education emergency so that our
work can go beyond the confines
of organizations and individuals
we work with.<br>
<br>
<strong>Research</strong><br>
We are representative only if we
are able to raise issues that
children are facing in real
time. The research arm helps
stay tuned to issues on the
ground by conducting surveys,
producing research studies, and
developing policy tracking tools
to create awareness, persuade
governments and inform programs,
guidelines and policies.<br>
<br>
<strong>EdTech Watch</strong><br>
This wing will strive to bring
in critical perspectives on
issues concerning EdTech to
build a deeper understanding of
its benefits and harms, and
tease out principles that should
underlie its adoption.<br>
<br>
In the near future, NCEE will
continue to raise awareness
around the fact that the
education emergency continues,
despite schools resuming
physical classes, through
multi-pronged efforts. We will
need to advocate the need for
using education as a tool for
social justice while continuing
to push for discerning use of
edtech in classrooms. <br>
<br>
<strong>The Education Emergency
needs all of us to act now!</strong><br>
<br>
For the highlights,
presentations and videos of the
second plenary meeting, click <a
href="https://educationemergency.net/2022/05/ncee-second-plenary-meeting-may-28-22/"
target="_blank"
moz-do-not-send="true">here</a>.
To join the NCEE and contribute
to the mission, <a
href="mailto:info@educationemergency.net?subject=Request%20to%20join%20the%20NCEE%20and%20contribute"
target="_blank"
moz-do-not-send="true">write
to us.</a> </td>
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<div style="text-align: left;"><span
style="font-size:18px"><strong>NCEE
makes headway with
Telangana Education
Department</strong></span></div>
<br>
The NCEE had a substantive
meeting with the Principal
Secretary of the Telangana
Education department that
centred around the value of
technology to resolving crucial
challenges in the education
sector. The discussion revolved
around the fact that using
‘smart classrooms’ or
‘personalized devices’ was not
the answer to addressing
learning needs. Rather, the
focus needs to be on providing
quality education through
conscious use of
teaching-learning resources, of
which technology-led aids could
become an integral part. Instead
of hooking children onto
devices, digital technology can
actually be used to aid
development of teachers;
facilitate peer-to-peer sharing
and to create and sustain
networks of teachers, educators
and experts.<br>
<br>
To join the NCEE and contribute
to the mission, <a
href="mailto:info@educationemergency.net?subject=Request%20to%20join%20the%20NCEE%20and%20contribute"
target="_blank"
moz-do-not-send="true">write
to us.</a> </td>
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valign="top"> <strong><span
style="font-size:18px"><em>A
Future At Stake</em> -
NCEE Guidelines on Education
Recovery Appreciated</span></strong><br>
<br>
<strong>A Future at Stake:
Guidelines & Principles to
Resume and Renew Education,</strong>
a comprehensive document put
together by the NCEE, on the
ways in which education recovery
for the marginalised and
vulnerable groups can be brought
about, has been appreciated by
stakeholders across the country.
More than 250 million children
who had no access to structured
learning over the two years of
the pandemic have been moved up
two grades with little or no
additional educational support.
<strong>A Future at Stake</strong>
puts together actionable
perspectives and valuable
resources on what schools,
teachers and civic institutions
can do. </td>
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alt=""
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valign="top"> The
Divisional Commissioner
of Nagpur was presented
a copy of the guidelines
by Venkat Reddy of MV
Foundation, and it was
well received. To
download <strong>A
Future at Stake</strong>
and contribute to
education recovery,
click <a
href="https://educationemergency.net/2021/11/a-future-at-stake/"
target="_blank"
moz-do-not-send="true">here</a><br>
<br>
A <strong>Hindi version</strong>
of A Future at Stake is
now available for
dissemination in
Hindi-speaking states.
You can access it <a
href="https://drive.google.com/file/d/1YgyhD9J-BMQMO47xOcoS9Yw32i0ESnCf/view?usp=sharing"
target="_blank"
moz-do-not-send="true">here</a>
or <a
href="mailto:info@educationemergency.net?subject=Request%20for%20a%20copy%20of%20A%20Future%20At%20Stake"
target="_blank"
moz-do-not-send="true">write
to us</a> to receive a
copy. </td>
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valign="top"> <strong><span
style="font-size:18px">NCEE
Finance Policy Tracker in
the Parliament</span></strong><br>
<br>
Shri Gaurav Gogoi, Member of
Parliament, referenced the
NCEE’s <a
href="https://educationemergency.net/state-education-finance-policy-tracker/"
target="_blank"
moz-do-not-send="true">Policy
Tracker : State Education
Finance</a> in his <a
href="https://drive.google.com/file/d/16GtMzB9gFlUQybc5qvZi2f2kN2o-RelP/view?usp=sharing"
target="_blank"
moz-do-not-send="true">question</a>
to the Minister of State in the
Ministry Of Education on the
decrease in Education budget
allocations for 2020-21 by 12
states. The response from the
Minister, however, only referred
to the education budgets from
2015-16 to 2019-20 and made no
mention of the budgets for the
year in question i.e. 2020-21.
There was no further follow-up
by the MP. </td>
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<div style="text-align: center;"><a
id="toc-mobilization"
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<div style="text-align: left;"><span
style="font-size:18px"><span
style="color:#7A6E67"><span
style="text-decoration:none"><strong>NCEE supports Bihar Kalam Satyagrah</strong></span></span></span></div>
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<td class="mcnTextContent"
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valign="top"> The <a
href="https://youtu.be/61H0w4NHC6U"
target="_blank"
moz-do-not-send="true">Bihar
Kalam Satyagrah</a> is a
movement that is seeking to
bring together citizen awareness
on the quality of education in
the state. It has been
established beyond doubt that
poor quality of education
further leads to unemployment,
rise in crime and unrest, among
other things.<br>
<br>
Bihar often features at the
bottom of the list when it comes
to quality of education despite
being the state with the largest
population of youth in the
country. Bihar’s education
system is impacted by
underinvestment by the state
government. The state’s
per-child spending on education
is INR 8,526 (2015-16), compared
to the national average of INR
14,615. Further, National
University of Educational
Planning & Administration
(NUEPA) revealed that a mere 21%
of all primary school teachers
in the state had passed the 10th
grade. The clincher: the state
has decided to shut down over
8500 schools while it is posited
that by 2025, given the growth
of population in the state,
there will be a need for at
least 60,000 more schools.<br>
<br>
This surely calls for a
state-wide, even a nationwide
movement at that, on where the
state is headed when it comes to
providing students and youth
with a constitutionally
guaranteed right. Envisaged as a
series of meets and discussions
across university, district,
block and village levels, the
Bihar Kalam Satyagrah seeks to
use positive mobilisation as a
tool to empower both citizens
and youth to make the state
accountable for the quality of
education it provides. <br>
<br>
We need more such movements in
the country that focus on
sensitising and involving
citizens in demanding and
maintaining the quality of
education provided in schools.<br>
<br>
To work with Bihar Kalam
Satyagrah or support them, you
can reach out on <a
href="https://www.facebook.com/SatyagrahKalam"
target="_blank"
moz-do-not-send="true">Facebook</a>
or <a
href="https://twitter.com/SatyagrahKalam"
target="_blank"
moz-do-not-send="true">Twitter</a>.
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<div style="text-align: center;"><a
id="toc-ear-to-the-ground"
name="toc-ear-to-the-ground"
style="text-decoration:none;" moz-do-not-send="true"><strong>EAR TO THE
GROUND</strong></a></div>
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valign="top"> <span
style="font-size:18px"><span
style="color:#7A6E67"><span
style="text-decoration:none"><strong>Tête-à-tête at Perumathura: Getting
back to school</strong></span></span></span><br>
<br>
It was a motley bunch of boys
and girls, from Classes 9 and
10, who met our research
associate at Perumathura in
Thiruvananthapuram district in
Kerala in June 2022. There was
excitement about getting back to
school after a long time but
there was also the fear of how
they would cope with ‘regular’
school after almost two years of
online classes. Those in Class
10 were worried about how they
would appear for the board
exams.<br>
<br>
The effectiveness of online
learning looms large. Almost all
of them had been part of
WhatsApp groups or some kind of
online platform that had been
set up by the school for
disseminating learning during
the lockdown and beyond when
physical schools hadn’t opened
up. Yet, not all of them were
confident of having ‘learnt’ a
lot during that period. Almost
all of them had found at least
one subject challenging to learn
through an online mode.<br>
<br>
Uninterrupted access to devices
was a challenge for many. While
there were students who had
managed completely on recorded
audio/video lessons sent to them
over WhatsApp, there were those
who had to share a device with
siblings for attending classes.
If both siblings had school at
the same time, one would just
log in for attendance and hand
over the device to the other for
attending classes. <br>
<br>
Social interactions too had been
minimal during this period,
especially for the girls. Most
boys had been meeting each other
at playgrounds on a regular
basis but the girls largely
interacted with their friends
over WhatsApp or video calls. <br>
<br>
Overall, the group had largely
mixed feelings about returning
to physical school. Excitement,
apprehension, misgivings,
feeling of being left behind
were among the predominant
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<div style="text-align: center;"><a
id="toc-tech-and-education"
name="toc-tech-and-education" style="text-decoration:none;"
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& EDUCATION</strong></a></div>
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valign="top"> <span
style="font-size:18px"><span
style="color:#7A6E67"><span
style="text-decoration:none"><strong>Education First, Technology Later</strong></span></span></span><br>
<br>
<em><strong>Let us clarify at
the outset that we are not
against the use of
technology in imparting
education</strong></em>.
What we are against is the
bandying around of technology as
the ‘only’ solution to what can
be seen as a failure of the
system to address learning
needs.<br>
<br>
If the technocrats are to be
believed, the entire education
system as we know it today is
suspect. And the tool that will
lead our children to learning
salvation is technology. Mind
you, the technology that these
technocrats deem fit and at the
price they say. At a time when
the call for ‘personalised
education’ (read: one device per
child) is gaining greater
ground, we need to pause and
think about what value
technology is actually adding to
our children’s learning.<br>
<br>
In order to bring to the fore
critical and constructive
perspectives on Ed-tech from
those in the domain, and other
actors such as educators,
activists, scholars, NGOs,
government representatives,
etc., a series of webinars/panel
discussions on various themes
related to 'Ed-tech' are being
planned in the upcoming days. As
a first of this series, a
webinar on “<em>Right
Digitalization</em>" in
Education?” was held on 23rd
April. Click <a
href="https://educationemergency.net/2022/05/right-digitalization-in-education-summary-note-with-suggestions-for-action/"
target="_blank"
moz-do-not-send="true">here</a>
to read the note summarising the
rich and insightful discussions
from the event and suggestions
for further action<br>
<br>
<strong>Do you resonate with our
perspectives? If yes, join the
<a
href="https://t.me/+pdFCsvmZeBY3ZTBl"
target="_blank"
moz-do-not-send="true">NCEE
EdTech Watch</a> on Telegram
for updates and to contribute
to the mission, visit the NCEE
website or <a
href="mailto:info@educationemergency.net?subject=Requedt%20to%20join%20the%20NCEE%20and%20contribute"
target="_blank"
moz-do-not-send="true">write
to us</a></strong> </td>
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valign="top"> <span
style="font-size:18px"><span
style="color:#7A6E67"><span
style="text-decoration:none"><strong>NCEE to undertake research on
effectiveness of SATS
& DIKSHA</strong></span></span></span><br>
<br>
As part of NCEE's focus on
edtech, a research project is
being undertaken in Karnataka to
analyse the impact and
effectiveness of the Student
Achievement Tracking System
(SATS) & Digital
Infrastructure for Knowledge
Sharing (DIKSHA) platforms
against their stated objectives
and expected outcomes, following
which policy recommendations can
be made to the government.<br>
Teachers in Karnataka government
schools spend significant
amounts of time furnishing data
about their students and schools
on a daily basis on the SATS
portal. The research on SATS
will focus on exploring the
following: what are teachers'
experiences; who is really
benefiting from all this data
collection, is it being used as
was intended, has it benefited
the government in identifying
out-of-school children
post-COVID and bringing them
back to the education fold.<br>
With respect to the DIKSHA
portal,which is an online
resource repository and learning
platform consisting of
educational content, tools and
courses for teachers,
examination preparation
material, etc., the study will
look at whether and how teachers
are using and benefiting from
it, the relevance and
contextuality of the resources
on the portal for
teaching-learning, and
challenges faced by teachers in
using the portal will be
explored as part of the research
to study the effectiveness of
DIKSHA.<br>
<br>
<strong>To know more about the
research study, <a
href="mailto:info@educationemergency.net?subject=Re%3A%20NCEE%20Research%20Study%20on%20SATS%20and%20DIKSHA"
target="_blank"
moz-do-not-send="true">write
to us</a></strong> </td>
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valign="top"> <span
style="font-size:18px"><span
style="color:#7A6E67"><span
style="text-decoration:none"><strong>NCEE urges due diligence by
Government of Andhra
Pradesh before
implementing MoU with
BYJU's</strong></span></span></span><br>
<br>
<strong><em>With multiple states
joining the BYJU bandwagon,
we ask: Are personalised
devices the answer to
addressing learning gaps?</em></strong><br>
<br>
The Andhra Pradesh government,
in a move that will cost the
state exchequer INR 500 crores,
has signed an MoU with BYJU’s to
include the edtech player’s
online classes as part of the
school curriculum. The funds
will be used to procure and
provide 4.7 lakh devices to
government school students. A
similar MoU has been signed by
the Maharashtra government for
BMC schools in Mumbai.<br>
<br>
As an immediate measure, the
NCEE has sought that the MoU be
made public and that the
government discuss the dangers
of implementing edtech programs
without detailed assessment of
the costs/harms and benefits to
students, teachers and the
public school system. As our
opinion piece in this newsletter
on edtech and education
explains, we are not against
technology in education. But we
are against “personalised
devices and learning” provided
by technocrats and edtech
conglomerates being seen as the
panacea to addressing learning
needs and quality of education.<br>
<br>
To read the NCEE appeal to the
AP government, click <a
href="https://educationemergency.net/2022/08/ncee-urges-due-diligence-by-government-of-andhra-pradesh-before-implementing-mou-with-byjus/"
target="_blank"
moz-do-not-send="true">here</a>.<br>
<br>
<strong>To contribute to the
mission, join the <a
href="https://t.me/+pdFCsvmZeBY3ZTBl"
target="_blank"
moz-do-not-send="true">NCEE
Edtech India Watch</a>
Telegram group and, visit the
<a
href="https://educationemergency.net/"
target="_blank"
moz-do-not-send="true">NCEE
website</a> or <a
href="mailto:info@educationemergency.net?subject=Re%3A%20Contributing%20to%20the%20NCEE"
target="_blank"
moz-do-not-send="true">write
to us</a></strong> </td>
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style="padding:
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#F2F2F2;font-family:
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center;" valign="top"> <a
id="toc-ncee-making-headlines" name="toc-ncee-making-headlines"
style="color:white;text-decoration:none;"
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MAKING HEADLINES</a> </td>
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<![endif]-->
<table style="max-width:100%;
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valign="top"> <span
style="font-size:18px"><span
style="color:#7A6E67"><span
style="text-decoration:none"><strong>In modern India, myth = fact</strong></span></span></span><br>
<br>
If the position papers on
various subjects shared with the
Karnataka state government for
inclusion of topics in textbooks
under the New Education Policy,
2020 are to be believed, then
the Pythagoras theorem is a
fake. Also, Newton apparently
did not discover the law of
gravity when sitting under an
apple tree. Gurumurthy
Kasinathan, Member, NCEE was in
conversation with India News
Ahead on how, increasingly, the
lines between mythology and fact
are being blurred to show
‘ancient Indian’ wisdom as
superior at any cost.<br>
<br>
Watch Gurumurthy’s interview <a
href="https://www.youtube.com/watch?v=uqVTqldowFA" target="_blank"
moz-do-not-send="true">here</a>
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valign="top"> <span
style="font-size:18px"><span
style="color:#7A6E67"><span
style="text-decoration:none"><strong>NCEE seeks review of Andhar Pradesh
Government's MoU with
BJYU'S</strong></span></span></span><br>
<br>
The National Coalition on the
Education Emergency (NCEE) has
asked the government of Andhra
Pradesh to review its
collaboration with BYJU’s and
have a team of experts assess
the same. Read the coverage <a
href="https://www.educationworld.in/review-byjus-collaboration-say-experts-to-andhra-pradesh-government/"
target="_blank"
moz-do-not-send="true">here</a>
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center;" valign="top"> <a
id="toc-state-of-ee"
name="toc-state-of-ee"
style="color:white;text-decoration:none;" moz-do-not-send="true">STATE
OF EDUCATION EMERGENCY</a>
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<div style="text-align: center;"><span
style="font-size:12px">Image
credit: Rubin D'Souza |
Scroll.in</span></div>
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<tr>
<td class="mcnTextContent"
style="padding: 0px 18px
9px;color: #7A6E67;font-size:
14px;line-height: 150%;"
valign="top"> <a
href="https://frontline.thehindu.com/cover-story/article28259500.ece"
target="_blank"
moz-do-not-send="true">Primary
Schools: Merger Muddle -
Frontline</a><br>
<br>
<a
href="https://amp.scroll.in/article/1027639/indias-mass-closure-of-schools-is-leaving-lakhs-of-students-stranded"
target="_blank"
moz-do-not-send="true">India's
mass closure of schools is
leaving lakhs of students
stranded - Scroll.in</a><br>
<br>
While ‘rationalising’ small
schools makes absolute ‘logical’
sense on paper, what does it
mean for children like Phoolmati
who now have to walk more than
an hour to the ‘new’ school?
Will her family, that survives
on sale of mahua alone,
prioritise her education over
everything else? What about the
one square meal that she was
sure to get as part of the
mid-day meal program in her
neighbourhood school? As state
governments decide to shut down
schools for ‘greater efficiency,
how many more Phoolmatis are
going to be deprived of a
fundamental right? </td>
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<tr>
<td class="mcnTextContent"
style="padding: 0px 18px
9px;color: #7A6E67;font-size:
14px;line-height: 150%;"
valign="top"> <a
href="https://indianexpress.com/article/education/karnataka-study-shows-eggs-in-mid-day-meals-help-childrens-growth-8078892/"
target="_blank"
moz-do-not-send="true">Karnataka
study shows eggs in mid-day
meals help children’s growth</a>
- Education News, The Indian
Express<br>
<br>
<a
href="https://economictimes.indiatimes.com/news/india/egg-spelled-why-eggs-keep-disappearing-and-reappearing-on-midday-meals/articleshow/93403807.cms"
target="_blank"
moz-do-not-send="true">Egg-spelled:
Why eggs keep disappearing
from midday meal menus</a> -
The Economic Times<br>
<br>
Amidst heated debate, protests
and discussions, the Karnataka
government has decided to
include eggs in mid-day meals in
the state for 46 days through
the year. It is neither the only
nor the first state in the
country to include eggs in meals
provided to children. It has
also been proven that mid-day
meals, and nutritious ones at
that, ensure regularity of
attendance and also positively
impact the health of children.
Where is the opposition to eggs
coming from? Parents of
children? The organisations who
make and serve mid-day meals?
Politicians? </td>
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<td class="mcnTextContent"
style="padding: 0px 18px
9px;color: #7A6E67;font-size:
14px;line-height: 150%;"
valign="top"> <a
href="https://www.economist.com/leaders/2022/07/07/governments-are-ignoring-the-pandemics-disastrous-effect-on-education?frsc=dg%7Ce"
target="_blank"
moz-do-not-send="true">Governments
are ignoring the pandemic's
disastrous effect on education</a>
- The Economist<br>
<br>
Schools across the country have
opened up after an almost-two
year long hiatus. But unlike
popular opinion, things have not
gone back to ‘normal’. Unlike
children who were ‘connected’ to
education through online
platforms, there are lakhs of
children world over who have had
no access to learning of any
kind over this period. They will
need much more than ‘remedial
support’ and ‘bridge courses’ if
they are to meaningfully grasp
concepts being taught in the
grades that they have been
‘promoted’ to. The education
emergency is real. And it needs
us all to act now! </td>
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/*@editable*/color:#202020;
/*@editable*/font-family:Helvetica;
/*@editable*/font-size:22px;
/*@editable*/font-style:normal;
/*@editable*/font-weight:bold;
/*@editable*/line-height:125%;
/*@editable*/letter-spacing:normal;
/*@editable*/text-align:left;
}h3{
/*@editable*/color:#202020;
/*@editable*/font-family:Helvetica;
/*@editable*/font-size:20px;
/*@editable*/font-style:normal;
/*@editable*/font-weight:bold;
/*@editable*/line-height:125%;
/*@editable*/letter-spacing:normal;
/*@editable*/text-align:left;
}h4{
/*@editable*/color:#202020;
/*@editable*/font-family:Helvetica;
/*@editable*/font-size:18px;
/*@editable*/font-style:normal;
/*@editable*/font-weight:bold;
/*@editable*/line-height:125%;
/*@editable*/letter-spacing:normal;
/*@editable*/text-align:left;
}#templatePreheader{
/*@editable*/background-color:#fafafa;
/*@editable*/background-image:none;
/*@editable*/background-repeat:no-repeat;
/*@editable*/background-position:center;
/*@editable*/background-size:cover;
/*@editable*/border-top:0;
/*@editable*/border-bottom:0;
/*@editable*/padding-top:9px;
/*@editable*/padding-bottom:9px;
}#templatePreheader .mcnTextContent,#templatePreheader .mcnTextContent p{
/*@editable*/color:#656565;
/*@editable*/font-family:Helvetica;
/*@editable*/font-size:12px;
/*@editable*/line-height:150%;
/*@editable*/text-align:left;
}#templatePreheader .mcnTextContent a,#templatePreheader .mcnTextContent p a{
/*@editable*/color:#656565;
/*@editable*/font-weight:normal;
/*@editable*/text-decoration:underline;
}#templateHeader{
/*@editable*/background-color:#ffffff;
/*@editable*/background-image:none;
/*@editable*/background-repeat:no-repeat;
/*@editable*/background-position:center;
/*@editable*/background-size:cover;
/*@editable*/border-top:0;
/*@editable*/border-bottom:0;
/*@editable*/padding-top:9px;
/*@editable*/padding-bottom:0;
}#templateHeader .mcnTextContent,#templateHeader .mcnTextContent p{
/*@editable*/color:#202020;
/*@editable*/font-family:Helvetica;
/*@editable*/font-size:16px;
/*@editable*/line-height:150%;
/*@editable*/text-align:left;
}#templateHeader .mcnTextContent a,#templateHeader .mcnTextContent p a{
/*@editable*/color:#007C89;
/*@editable*/font-weight:normal;
/*@editable*/text-decoration:underline;
}#templateBody{
/*@editable*/background-color:#ffffff;
/*@editable*/background-image:none;
/*@editable*/background-repeat:no-repeat;
/*@editable*/background-position:center;
/*@editable*/background-size:cover;
/*@editable*/border-top:0;
/*@editable*/border-bottom:2px solid #EAEAEA;
/*@editable*/padding-top:0;
/*@editable*/padding-bottom:9px;
}#templateBody .mcnTextContent,#templateBody .mcnTextContent p{
/*@editable*/color:#202020;
/*@editable*/font-family:Helvetica;
/*@editable*/font-size:16px;
/*@editable*/line-height:150%;
/*@editable*/text-align:left;
}#templateBody .mcnTextContent a,#templateBody .mcnTextContent p a{
/*@editable*/color:#007C89;
/*@editable*/font-weight:normal;
/*@editable*/text-decoration:underline;
}#templateFooter{
/*@editable*/background-color:#ffffff;
/*@editable*/background-image:none;
/*@editable*/background-repeat:no-repeat;
/*@editable*/background-position:center;
/*@editable*/background-size:cover;
/*@editable*/border-top:0;
/*@editable*/border-bottom:0;
/*@editable*/padding-top:9px;
/*@editable*/padding-bottom:9px;
}#templateFooter .mcnTextContent,#templateFooter .mcnTextContent p{
/*@editable*/color:#656565;
/*@editable*/font-family:Helvetica;
/*@editable*/font-size:12px;
/*@editable*/line-height:150%;
/*@editable*/text-align:center;
}#templateFooter .mcnTextContent a,#templateFooter .mcnTextContent p a{
/*@editable*/color:#656565;
/*@editable*/font-weight:normal;
/*@editable*/text-decoration:underline;
}</style><!--*|IF:MC_PREVIEW_TEXT|*--><!--[if !gte mso 9]><!----><!--<![endif]--><!--*|END:IF|*-->
</div>
</body>
</html>