[Research] Meeting with Jharkhand Education Secretary
Jean Dreze
jaandaraz at riseup.net
Tue Aug 24 07:06:14 IST 2021
The meeting was so-so - not great overall, but not as bad as I expected.
On the positive side, the secretary was cordial, sympathetic, gave us a
lot of time, and was aware of the gravity of the situation. I think that
his heart at least is on our side. But it sounds like there is a lot of
opposition to reopening of schools from various quarters, including
certainly the health department, and other quarters also that he did not
specify. So no specific plan as of now though he said that "there may be
some good news by the end of the week" as we departed.
Also, it doesn't sound like any serious preparations are being made for
reopening - not even repairing the school buildings. About the "learning
transition", the only measure they seem to have in mind right now is to
tell teachers to spend half of their time on "remedial learning".
Their main concern right now seems to be the forthcoming "National
Achievement Survey". That's based on grade-specific learning, so that's
what they are focusing on right now. They don't want Jharkhand to end up
at the bottom...
I think the bottom line is that everyone is "playing safe" and no-one
wants to take the risk of being blamed in the event where some children
die (or infection spreads) after schools reopen.
That's the long a short. We might seek an appointment with the Chief
Minister. (Meanwhile I sent Rishikesh's note to the secretary, in a
follow-up mail.)
Jean
On 23-08-2021 10:10, Guru wrote:
> Dear Jean,
>
> As Jyotsna says the letter is brief yet communicates the most
> important points. Perhaps in the conversation you may be able to bring
> in the larger consequences of school closure (child labour,
> malnutrition, early marriages, likely high school drop out across next
> decade and iniquitous nature of all these) and possible support in
> terms of models/resources from the national coalition on the education
> emergency.
>
> All the best. Along with the letter you could also release the 'press
> release' post your meeting.
>
> regards,
> Guru
>
>
> On 23/08/21 9:58 am, Jyotsna Jha wrote:
>> 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
>> <mailto: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
>>> <mailto: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 alignwith 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>
>>>>> <mailto: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>
>>>>> <mailto:sajitha.bashir at gmail.com>
>>>>> *Cc:* research at educationemergency.net
>>>>> <mailto:research at educationemergency.net>;
>>>>> Niranjanaradhya.V.P Aradhya <aradhyaniranjan at hotmail.com>
>>>>> <mailto: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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>>
>>
>
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