[Research] Meeting with Jharkhand Education Secretary

[Jyotsna Jha]

Jean,
The letter looks good - communicates the most important. Wish you all the
best - let us hope it creates an impact. I think it will be good to release
it elsewhere through media as well once you have had your meeting.
Regards,
Jyotsna

On Mon, Aug 23, 2021 at 8:08 AM Jean Dreze <jaandaraz at riseup.net> wrote:

> That will be really useful. Here is the letter I have drafted for the
> Education Secretary (not for circulation please, we will release the final
> version to the media tomorrow). If need be, we will send a similar letter
> to the CM and request an appointment.
>
> Jean
> On 22-08-2021 21:31, Mythili Ram wrote:
>
> 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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