[Educationsupport] Education Support Group - Action Plan and Volunteering for sub-groups/ tasks

[Guru]

Thanks Ranjani, Mythili and Jam,

The mail is quite detailed and identifies critical aspects that
education, whether in school or in the community, must concern itself with.

The group can count on support from IT for Change team, mainly Anusha,
Veda and myself - in terms of online spaces for hosting the resources
and models, planning and making 'video interview' resources of
practitioners, as desirable/required,  expanding the group to include
teachers, teacher educators, groups/institutions from other
geographies/states etc. Also prepare a simple compilation of the
experiences/initiatives of  community learning centres that we have
received so far.

thanks and regards,
Guru

Gurumurthy Kasinathan
www.ITforChange.Net| Cell:91 9845437730 | Tel:91 80 26654134, 26536890
My search engine is https://duckduckgo.com. Make it yours.

On 22/08/21 1:44 pm, Sriranjani Ranganathan wrote:
>
> Dear friends,
>
> Thank you to all those of you who have taken the time and effort to
> contribute to this group!
>
> Over the last few weeks, we have had the benefit of listening to
> several of these interventions – ranging from alternative,
> community-based schools which functioned as learning centres,
> community learning activities, schoolteachers combining forces to
> deliver online lessons (especially in rural and remote areas), small
> groups of children supported in their learning through tab/mobile
> based lessons, resources enlisting parents and so on.  The unifying
> theme from several of these “alternative” interventions seems to be an
> underlying desire to connect with the children.  Many methods have
> been tried – evolving mostly organically, in response to the needs of
> the contexts they were working and very crucially, based on the
> resources and capabilities available within the intervention.  While
> the formal school system has been disrupted across these
> interventions, a common thread that emerges is of community stepping
> in to fill that learning need.  Children’s lived experiences, embedded
> within the community, have both become the learning and the means for
> the learning. 
>
> These experiences possibly could provide the impetus for a
> transformatory shift in the way school education is designed and
> delivered.  It is also clear that for this shift to happen, it is
> important to advocate this with the education system – influencing,
> demonstrating, and persuading at multiple levels. 
>
> We have therefore proposed in our last meeting to focus on the
> following key areas for focusing our resources and efforts in the
> following directions – creating a resource repository,
> institutionalizing the interventions and advocacy amongst
> practitioners, with government and the larger public.  The detailed
> activities below under two broad areas and advocacy to be originated
> within each of these areas of work.
>
>
>     Curating a resource repository and dissemination 
>
> 1.    Documenting the different interventions on the ground – as they
> have happened, with strategies and learnings (as reported)
>
> 2.    Curating the resources – by age, by learning area, and adding
> notes for facilitators and structuring this in the form of mixed-level
> learning packages
>
> 3.    Identifying resources for caregivers,parents and facilitators
> for children at the pre-primary age group 
>
> 4.    Developing meaningful assessment modules – that are flexible and
> amenable for contextualization 
>
> 5.    Translating resources into multiple languages
>
> 6.    Supporting the teachers through mentored/ online training
> programs and introducing them to the resource packages developed, to
> be used as supportive materials; and disseminated through formal and
> informal teacher networking spaces Adding meta data and publishing
> these on a resource portal (this is envisaged as a mediawiki platform)
>
> 7.    Dissemination of resources regularly – productionizing the
> communication and sharing regularly
>
> 8.    Advocating and reaching out about the different models of
> education – both in formal educational spaces as well with the general
> public; attempted at shifting the discourse towards an inclusive and
> empathetic school system
>
>
>     Institutionalizing the models with the education system 
>
> 1.    Working with select DIET(s) to introduce the curated models
> within the formal education system. 
>
> 2.    Creating and/or strengthening a network of community-based
> learning centres and linking with the formal education system, as
> after-school support centres (This will be driven through volunteer
> driven networks and in collaboration with community-based organizations)
>
> 3.    Working with student teachers and students from teacher
> education institutions to help form, foster and strengthen
> decentralized learning communities
>
> 4.   Critiquing the various models of online and e-learning, for an
> informed adoption within the education system
>
> 5.    Creating policy briefs and toolkits for the functionaries and
> participants at different levels of the education system
>
> 6.    Advocating for changes in the school processes – addressing
> dimensions of curriculum, assessments, use of digital resources and
> debunking myths – for the public at large
>
> We hope you would join one/ both of these groups and pick up specific
> action items to take this forward.  We would like to have an initial
> compilation published on a resource portal by September 20, 2021.
>
> Please do indicate which of these groups you would like to join
> through the attached Google Form.
>
> https://docs.google.com/forms/d/1voXqLINbyjJw713abiPTfZ21w8bK0LnXhlhiL_KrU08/edit
> <https://docs.google.com/forms/d/1voXqLINbyjJw713abiPTfZ21w8bK0LnXhlhiL_KrU08/edit>
>
> Looking forward to hearing from you.
>
> Best regards
>
> Mythili, Ramanujam and Ranjani
>
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