[Research] Meeting with Jharkhand Education Secretary

[Mythili Ram]

We have received about a dozen cases of what's being tried in different
sites, largely in South India for now. We will compile them by Thursday and
share.

Mythili

On Sun, Aug 22, 2021, 5:29 PM Jean Dreze <jaandaraz at riseup.net> wrote:

> Thanks Guru. Would be good to hear more about points 1 and 2 from Mythili,
> Ranjani and Manisha. I will count myself lucky if we are able to persuade
> the Secy that schools need to reopen soon and that the Govt of Jharkhand
> may benefit from these inputs for the purpose of preparing a transition
> plan. Hopefully they are on the job, but I will be surprised if they have
> electrifying proposals.
>
> Jean
> On 22-08-2021 13:14, Guru wrote:
>
> Dear Jean,
>
> I have compiled inputs from Rishikesh, Jyotnsa and Sajitha in mail thread
> + Note on the Education Emergency in Hindi
> <https://educationemergency.net/2021/08/resume-and-renew-education-for-26-crore-children-hi/>
> + Press release advocating immediate opening of pre-primary and primary
> schools from the National Coalition, in the attached PDF, to make it easier
> to print/share.
>
> It may be useful to present the note as from the 'National Coalition on
> the Education Emergency' whose members are working to provide education
> support to schools, communities as well as larger mobilization of parents,
> teachers, stakeholders. *So that it is seen as a potential continuous
> support/engagement than a one-off interaction. *The note in the beginning
> summarises this potential support (also provided below)
>
>    1.
>
>    The Working Group on ‘Education Support to Schools and Communities’ is
>    in the process of documenting models of meaningful learning (of different
>    groups/organizations) and compiling these. Based on this, the group is
>    preparing ‘Guidelines for school opening’. We will provide the
>    documents from this process to the Jharkhand education department. Contact
>    Mythili Ramchand, Ranjani Ranganathan)
>    2.
>
>    The Working Group on ‘Education Support to Schools and Communities’ is
>    in the process of organizing a meeting of parents groups, teacher
>    groups, NGOs, CBOs working in *Jharkhand*. The Education department
>    should have a representative attend this virtual meeting to get a direct
>    hearing of views of different stakeholders from Jharkhand. (Contact
>    person - Manisha Priyam)
>    3.
>
>    The Working Group on ‘Research’ is compiling research studies
>    conducted relating to Covid and education, and will release the highlights
>    soon. The suggestions made in this note, do align with the findings of
>    almost all the research studies.
>    4.
>
>    The press release in the note argues for the immediate opening of
>    pre-primary and primary schools,  (contrary to the political preference to
>    open class X-XII) as the maximum harm from school closure  affects this
>    group. The note in Hindi
>    <https://educationemergency.net/2021/08/resume-and-renew-education-for-26-crore-children-hi/>
>    discusses the need to 'resume' and 'renew' school education.
>
> I am copying Manisha, Mythili,  Ranjani and Venita for their
> inputs/suggestions.
>
> regards,
> Guru
> Gurumurthy Kasinathan, शिक्षा आपातकाल पर राष्ट्रीय सहभागिता
> <https://educationemergency.net/2021/08/resume-and-renew-education-for-26-crore-children-hi/>
>
> On 22/08/21 10:26 am, Rishikesh wrote:
>
> 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>
> <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> <sajitha.bashir at gmail.com>
> *Cc:* research at educationemergency.net; Niranjanaradhya.V.P Aradhya
> <aradhyaniranjan at hotmail.com> <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>
> 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> 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> <jaandaraz at riseup.net>
> *Sent:* Saturday, August 21, 2021 8:09 PM
> *To:* Niranjanaradhya.V.P Aradhya <aradhyaniranjan at hotmail.com>
> <aradhyaniranjan at hotmail.com>; Guru <Guru at ITforChange.net>
> <Guru at ITforChange.net>
> *Cc:* Sajitha Bashir <sajitha.bashir at gmail.com> <sajitha.bashir at gmail.com>;
> mehendalearchana at gmail.com; research at educationemergency.net; Rishikesh
> <rishikesh at apu.edu.in> <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 24th 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> <jaandaraz at riseup.net>
> *Sent:* 21 August 2021 1:20 AM
> *To:* Guru <Guru at ITforChange.net> <Guru at ITforChange.net>
> *Cc:* niranjan aradhya <aradhyaniranjan at hotmail.com>
> <aradhyaniranjan at hotmail.com>; Sajitha Bashir <sajitha.bashir at gmail.com>
> <sajitha.bashir at gmail.com>; mehendalearchana at gmail.com
> <mehendalearchana at gmail.com> <mehendalearchana at gmail.com>;
> research at educationemergency.net <research at educationemergency.net>
> <research at educationemergency.net>; Rishikesh <rishikesh at apu.edu.in>
> <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"
> <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://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
>
>
>
>
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