tag:blogger.com,1999:blog-201692682024-03-17T00:22:55.976+05:30Education Matters!Improving The Quality of Elementary Education - in developing countries and India (especially post-RTE); equal learning opportunities for the poor and marginalized; insights gained from processes in India and South Asia. All this adds up to CHANGE - and the material here is meant for those sharing the adventure...Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.comBlogger68125tag:blogger.com,1999:blog-20169268.post-50755469763855313542020-04-17T09:33:00.001+05:302020-04-17T09:33:57.090+05:30Why Digital Content May Be Its Own Enemy<div dir="ltr" style="text-align: left;" trbidi="on">
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Many of us are feeling gratified that we have now provided a great deal of digital ‘content’ to students of various levels. Apart from issues of access (who has a smart phone, whether the network speed is OK, etc), it is also important to realise that much of this content is about explanations, examples, depictions and assessment. In other words, not necessarily very different from what a fair number of teachers already do in class – and find students not paying attention, not learning and, if learning, not applying that learning when the situation demands. </div>
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<span lang="EN-GB">This is because the overall assumption is that it is a student’s duty or compulsion to pay attention to what the teacher is presenting. Shift this to digital content and it becomes even more apparent that an overwhelming amount of content just assumes that students need it. <o:p></o:p></span></div>
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<span lang="EN-GB">Well, they don’t.<o:p></o:p></span></div>
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<span lang="EN-GB">Because the same or similar thing is in many sources and most of it fails to arouse the student’s interest. In fact, this is an extension of the problem that ed tech faces, that it is a solution in search of a problem. (The other word we have for unwanted solutions being thrust on us is ‘spam’).<o:p></o:p></span></div>
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<span lang="EN-GB">So, if we want our content to be used because students <i style="font-style: normal;">want </i>to rather than <i style="font-style: normal;">have </i>to engage with it, here are a few things we could do:<o:p></o:p></span></div>
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<!--[if !supportLists]--><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span lang="EN-GB">Be humble. Know that the student can switch you off, look away, stop paying attention or look at something else even as you are presenting what you think is the most important thing for your student to know. You have to <i>earn that attention</i>. One way to do that is to stop trying to set the agenda and instead <i>let the student decide </i>what she wants to learn, how much and how quickly. In the days when schools ran ‘normally’, teachers noted students who had access to technology both in school and at home would be far more animated when using their own devices outside the classroom – because on those, <i>they </i>were setting the agenda. Can you design your offering in such a way that the student ‘invests’ in it by taking certain decisions about her own path and progress, which then makes her a committed stakeholder who <i>wants </i>to use your material? <o:p></o:p></span></div>
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<span lang="EN-GB">Coming out with engaging digital material is not rocket science – but giving up our general notions and buy-in into the mythical powers of ed tech is!<o:p></o:p></span></div>
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Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.com91tag:blogger.com,1999:blog-20169268.post-29460017725409992342018-01-26T22:09:00.000+05:302018-01-26T22:14:15.879+05:30Do we even know what we assess when we assess learning?<div dir="ltr" style="text-align: left;" trbidi="on">
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<!--StartFragment-->
<br />
<div class="MsoNormal">
<span lang="EN-US"><span style="font-size: large;">‘It took me quite some time to get the
little girl to let me know what was bothering her,’ said Prof. A. K. Sharma,
the former Director of NCERT. The year was 2000 and he was telling me about an
incident from a class 2 maths period in the model school in the NCERT campus. The
teacher had just completed teaching children subtraction of two-digit numbers
with ‘borrowing’, and he had found two children hesitating over the problems
they had been given to solve. <o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-size: large;">The first, a girl, had made a ‘mistake’ as
she had failed to borrow from the tens side. Being a grandfatherly and kindly
figure, he was able to cajole the girl to speak up. Very softly, looking down
and away from him all the while, she said, ‘We learnt in the moral science
class that borrowing is bad.’<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-size: large;">Reeling from this, he approached the other
child, a boy, and discussed why he had not completed his work on the problem. After
much exchange, the boy said, ‘But why should I borrow 1? I want to borrow 2.’<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-size: large;">Taking part in a recent session on ‘error
analysis’, I was reminded of Prof. Sharma’s advice to engage with children to
understand their ‘errors’ rather than rely on their work on paper. In numerous
assessment experiences since, I’ve seen children who are otherwise very
competent falter because of an issue at home or a fight with a friend or
because they are being bullied. In open-ended questions in language, teachers
are hard put to identify if there really is an ‘error’ or if the child’s view
is a valid, logical interpretation. (And asking only close-ended questions is
hardly sufficient to understand children’s abilities.) It becomes even more
difficult when it comes to children from marginalized backgrounds – as they
encounter discrimination and even denigration (of their background, language or
culture), they often resist by ‘not-learning’ or do not answer out of fear of
being ‘disciplined’. <o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-size: large;">As the evaluation industry expands in the
Indian context with more and more professionals taking in rigorous analysis of children’s
responses and analyses of their ‘errors’, the tendency is to interpret these
within the framework of the subject for which the test was conducted. But do we
know what we really assess when we look closely at children’s responses? What
if it’s not a maths or language issue but something else altogether?</span><o:p></o:p></span></div>
<!--EndFragment--></div>
Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.com22tag:blogger.com,1999:blog-20169268.post-43447002169464136072016-05-04T18:55:00.001+05:302016-05-04T18:55:20.740+05:30What happens when you seriously try to empower children, teachers and community through large scale education initiatives?<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="color: #141823; font-family: Georgia, Times New Roman, serif;">The pervasive notion that 'nothing has been done in education in India' could not be further from the truth. In fact not only has a great deal been done, but its consequences have been faced over decades. In particular, what follows applies to introducing educational designs based on local context, using the experiences and strengths of the stakeholders, creating a situation where they play an active role in determining and implementing processes.</span><br />
<span style="color: #141823; font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;"><span style="color: #141823;">Though obviously much must have been done over the decades till the 80s, my experience ranges from mid-80s, when I was part of a team working on such classroom practices, textbooks and educational designs from 1986 onwards. Implementation of the programme called Prashika (Prathamik Shiksha Karyakram) focused on marginalised groups, with the team living in a tribal area as well as in a rural, deprived pocket and introducing the innovation in government primary schools. The work in Prashika was pathbreaking in many, many ways (integration of 5 subjects at the primary level, incorporation of multiple local languages, a hugely localised textbook/workbook that could only be completed with each child contributing, called <i>Khushi-Khushi</i> - still not matched anywhere, I believe). It provided hope that much was possible despite the difficulties faced and informed many of the later efforts that followed, both in the government and the NGO sector.</span><br style="color: #141823;" /><br style="color: #141823;" /><span style="color: #141823;">Later in DPEP - particularly Kerala, Assam, Karnataka, Haryana, UP, Bihar, TN, Nagaland and later with SSA Gujarat further work was done. Localised training, contexualisable textbooks (some really brilliant stuff still not matched anywhere - and that's a professional opinion), teacher determined assessment system, involvement of community knowledge, children constructing local histories / local environment books, peer learning and assessments, textbooks that would be 'complete' only along with a set of 50 district-specific books kept in the school library.... many, many innovative and large scale measures were conceived and actually implemented using a strategically developed implementation plan. </span><br style="color: #141823;" /><br style="color: #141823;" /><span style="color: #141823;">In each first five states we were able to see 2-3 years of implementation, development of hundreds / thousands of teachers who implemented contextualised learning, a high degree of in-class practice backed by supportive, localisable material. These states changed their position in the national achievement surveys too, with Kerala rising to the top (it had been fairly close to the bottom before this, below Bihar in the first national survey). In the case of Gujarat, field testing was done in 630 schools, researched by MSU Baroda with very encouraging findings. </span><br style="color: #141823;" /><br style="color: #141823;" /><span style="color: #141823;">However, as long as we were not visibly successful there were no problems. When change began to be visible on some scale and a palpable sense of energy was witnessed among teachers and communities, alarm bells began to ring. in each of these states, the powers that be - especially at state level, state institutions, administrations, political parties - found that this went against the command-and-control structures conducive to them being able to assert their authority. Schools didn't want to be told what to teach when and how - they had their own plans. Empowered teachers / school heads / even some VECs refused to kowtow to mediocre ideas or corruption oriented bosses - leading to huge conflicts all over the place. Unfortunately these never got reported, recorded or researched. The results were mass scale transfers, cases against state project directors who encouraged this (Kerala SPD was charge sheeted, Karnataka SPD given punishment posting in North Karnataka, Assam SPD sent to conflict zone during worst riots, Bihar SPD transferred to PHED and later kept without posting), the re-casting of State Resource Groups from those selected for tested capabilities to those stocked with ex-officio positions, the emasculation of the BRC-CRC structures from genuine teacher support institutions into data collection centres (believe it or not, we did have functional BRCs CRCs at one time!), the centralisation of powers away from the VECs and re-casting into SMCs with a different function, and major shift in recruitments away from districts to states (in one state the Education Minister held a Recruitment Mela in a stadium to personally appoint 3000 para-teachers). </span></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Interestingly, Prashika in MP faced a similar adminstrative backlash and was closed down.<br style="color: #141823;" /><br style="color: #141823;" /><span style="color: #141823;">Yes, like it or not, this is what ideas of empowerment through education come up against - and they fall short not because of lack of any purity in the idea itself or absence of rigour, but because after a point when it goes into implementation an idea is something else, and not its original pure self. You might look at the actual work and find it is not 'up to the standard' - yet when trying to create it for those who need education the most, other aspects need to be taken into account. Basically, empowering the weak is clearly seen by the strong as disempowering them - and the empire strikes back! One of the outcomes is that a few years later, it appears as if nothing has been done, and people gear themselves up to again come up with 'innovative' ideas, often weaker than might already have been tried, uninformed by the past.</span></span><br />
<span style="color: #141823; font-family: helvetica, arial, sans-serif;"><span style="font-size: 12px;"><br /></span></span></div>
Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.com17tag:blogger.com,1999:blog-20169268.post-70998854271039955632016-02-21T20:10:00.000+05:302016-02-21T20:10:51.022+05:30HOW TO DISCUSS NATIONALISM WITH YOUR STUDENTS<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal">
<b><i><span lang="EN-US">Why do it</span></i></b></div>
<div class="MsoNormal">
<span lang="EN-US">Whether on the TV or in newspapers or on
social media sites – we are today surrounded everywhere by strong views on
nationalism. Groups of people are getting angry and upset, calling each other
names, being violent. Your students too are caught in this, though they may not
fully be aware of it. They will be absorbing views from different sources, all
of which may not be reliable. And they may end up adopting strong opinions (or
even what you consider misguided ones) without giving them sufficient thoughts.
For this reason, we have prepared a discussion guide. It is important that at
this crucial time, when they might be making a choice, you, their teacher,
reach out to them and help them think things through.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">So here are some hints. Use them in the way
they work best for you. Drop them or change them or add to them according to
your need and situation.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-US">Preliminary
– setting the ground</span></b><span lang="EN-US"><o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">For such a discussion, it would be best to
prepare the ground gently rather than rush into it. Here are some questions you
could ask.<o:p></o:p></span></div>
<div class="MsoNormal">
</div>
<ol style="text-align: left;">
<li>Have you been hearing or seeing the news or
reading the newspapers?</li>
<li>What are some of the big issues being
discussed?</li>
<li>What have you read or hear about the
‘nationalism debate’?</li>
</ol>
<br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-US">Provide
background</span></b><span lang="EN-US"><o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">Briefly give a background to the issue. It
is possible many may not have heard it or may not have a clear idea of what
happened.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-US">Discuss
the<span style="mso-spacerun: yes;"> </span>issue</span></b><span lang="EN-US"><o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">As students the following questions. Make
sure you get everyone’s views, especially those who often don’t speak up. [Some
hints are given in the brackets.]<o:p></o:p></span></div>
<div class="MsoNormal">
</div>
<ol style="text-align: left;">
<li>So what do you think it means to love your
country? [taking care of the environment? Looking after those who are not able
to take care of themselves? Singing patriotic songs? Joining the army? Being
polite to others? What else? Especially in our daily lives, what do we do (or
can do) to show our patriotism?]</li>
<li>What are the best ways to show your love
for your country? [you can use the list from the previous question to identify
2-3 of the ‘best’ or ‘most important’ ways and discuss why students think they
are the best.]</li>
<li>What are some of the things you would <b><i>not</i></b>
do if you love your country? [e.g. spitting everywhere as it spreads disease,
not dirtying or vandalizing the environment, not jumping a queue or try to take
an undue advantage…]</li>
<li>Even in a family everyone is not able to
agree on everything? Have you seen any example of this? What happens in such a
case?</li>
<li>So if someone does no agree with you, is it
a good idea to beat him or her up? Why?</li>
<li>What do you think are the best ways to deal
with disagreement?</li>
<li>And what if on the issue of loving your
country, someone says something you don’t find pleasant? What should you do?</li>
<li>What are the best ways of finding out more
deeply why people think the way they think? And how can you use that to help
them see things differently?</li>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-US">Afterwards</span></b><span lang="EN-US"><o:p></o:p></span></div>
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<span lang="EN-US">Of course, this discussion will not end
here. Give students some materials to read. Organize one or two follow up
events. Suggest that the students have their own discussion group and contact
you for help if needed.<o:p></o:p></span></div>
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<span lang="EN-US">All the best!<o:p></o:p></span></div>
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Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.com18tag:blogger.com,1999:blog-20169268.post-49268006004250968102015-03-10T17:59:00.000+05:302015-03-10T17:59:11.373+05:30Detention For Adults?<div dir="ltr" style="text-align: left;" trbidi="on">
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<i><span lang="EN-US"><span style="font-size: large;">To
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of expectations, tactics, at times even coercion to ‘ensure’ learning – one
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<span lang="EN-US"><span style="font-size: large;">Who should be ‘detained’?<o:p></o:p></span></span></div>
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<br /></div>
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<br /></div>
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Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.com14tag:blogger.com,1999:blog-20169268.post-67761231798014453892015-01-01T04:43:00.000+05:302015-01-01T04:43:18.667+05:30So, What Now? Knowing the 7 Myths of Highly Ineffective Education Systems, What Do We Do?<div dir="ltr" style="text-align: left;" trbidi="on">
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<div class="MsoNormal">
See Myth # 7 of 7 <a href="http://subirshukla.blogspot.in/2014/12/what-education-system-really-exists-for.html" target="_blank">here.</a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Continuing to live with these myths is to
deny ourselves the opportunity to succeed, especially for those who need
education the most. The first step is to accept that these notions have indeed
affected our work in trying to bring about better education. Acknowledging this
is not a sign of defeat but of learning.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i><span lang="EN-US">After
acknowledgement, however, come reflection – and small steps.</span></i><span lang="EN-US"> </span></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US">Here are some small steps that all of us can take:</span> </div>
<div class="MsoNormal">
</div>
<ol style="text-align: left;">
<li>Discuss these ‘myths’ and related issues
with as many people as you can. Question and contest them, or support them,
with your experiences, facts and data from your sphere.</li>
<li>If you are in any way connected with
education – as a student, parent, teacher, CRC-BRC, official or resource
person, NGO worker or decision-maker, make one small change every month which
in some way empowers children or teachers or HMs. (Our team, Ignus PAHAL, will
soon be producing a poster presenting a graded list of these small, doable
changes at the school level.)</li>
<li>Talk with as many stakeholders as possible
and within reach (and in the limited time available) about what they would
like. They might suggest things they could do – and a small beginning may be
made to a partnership in bringing about improvement that is gettable. It may be
a better way to help children wash their hands before the mid-day meal, or managing to start the school 10 minutes earlier so that learning time increases, or ensuring used textbooks are circulated better, or working out how you may share your expertise
with children or teachers.</li>
<li>Find something interesting you can share
with children. It may be a news item (e.g. did you know that for some reason,
the MHRD – and some of the other ministries of education in the country – face
a problem with monkeys troubling them?), or an interesting story you’ve read or
know (but no moral tales please!) or a suggestion for something they can try
out (e.g. making a paper plane turn in a predicted direction) or find out (e.g.
why the inner margin of a textbook page is wider than the outer margin – okay,
that is too easy but you get the idea).</li>
<li>Find a way to convert complex educational
ideas into simpler forms so that a person with no background in education or no
access to ‘high’ language may understand it. E.g. ‘non-detention is not the
same as non-evaluation, and that by detaining children we are making them pay
the price for the system’s failure and also supporting the idea that it is fear
which leads to learning’. Can you find a way to make this idea easy to
understand for millions of teachers, parents, SMC members and others? (You can
guess why this statement was selected as the example…)</li>
<li>Use your mobile – call up a teacher, or
text her an idea or send your appreciation. With children, use the stop-watch,
camera and calendar in your phone to do activities. If you know an official and
have a good enough relationship, make him or her uncomfortable by reading out
sections of this article (don’t get into a bitter argument – a gentle,
understanding approach may be more useful!).</li>
<li>Finally, please add to the discussion on these 7 Myths and, perhaps more importantly, to the list of suggestions.</li>
</ol>
<br />
<div class="MsoNormal">
<span lang="EN-US">But all these are very small things, you
might say. They can’t achieve much. Well, not if many, many, many of us are
doing them! Perhaps it’s a myth too that only when some large government
programme is in action can change take place. This ignores local ingenuity and
the sheer numbers that can make government efforts look feeble – or boost them
to make them actually succeed. Towards this, your views and ideas may be more
powerful than you imagine. And that’s not a myth!<o:p></o:p></span></div>
<!--EndFragment--></div>
Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.com19tag:blogger.com,1999:blog-20169268.post-9570439869607662892014-12-31T22:57:00.000+05:302015-01-01T04:24:59.071+05:30What The Education System REALLY Exists For - Myth # 7<div dir="ltr" style="text-align: left;" trbidi="on">
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<br />
<div class="MsoNormal">
<b><span lang="EN-US">The
Seven Myths of Highly Ineffective Education Systems – Myth # 7 of 7</span></b></div>
<div class="MsoNormal">
<b><span lang="EN-US">Or</span></b><span lang="EN-US"><o:p></o:p></span></div>
<div class="MsoNormal">
<b><span lang="EN-US">The
Seven Myths That Make Education Difficult To Improve </span></b><span lang="EN-US"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">See Myth # 6 of 7 <a href="http://subirshukla.blogspot.in/2014/12/the-big-myth-that-educationists-hold.html" target="_blank">here.</a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><i><span lang="EN-US">Myth # 7 – The education system exists to improve
education<o:p></o:p></span></i></b></div>
<div class="MsoNormal">
<span lang="EN-US">Systems tend to lead double lives – at a conceptual
level they might be brilliant, with wonderfully competent and committed people
leading them. Yet at the ground level, what is in operation may be entirely
different. Thus despite terrific policy and capability at policy/decision-making levels in the
health sector, what common people might be heard saying is: “It is better to
pay through your nose at a private clinic, than to die for free at the
government hospital.”<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">For the people, the ‘system’ comprises of
those representatives they meet at the district, block, cluster and village
level, and occasionally those at the state levels. To understand the situation,
try asking a group of educational administrators about the finer aspects of
TA-DA rules and how they apply them, and you will find they can animatedly discuss
them for about two hours. But raise the issue of why children are not learning
(which is actually their real responsibility) and you will get a different
response… (It’s true, isn’t it?)<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">This is what tends to happen to any
system (or even organization) over time
– ultimately it’s own nuances, requirements, procedures, structures and powers (or power)
become its main concerns, with the reason for its very existence slowly dimming
in the memory of its functionaries. Thus: </span></div>
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</div>
<ul style="text-align: left;">
<li>teachers/CRC-BRC must spend more time
collecting data even at the cost of teaching or improving learning, or </li>
<li>every
school must follow the given framework for its School Development Plan (because
the need to compile the plans at the block level is more important than the
need for it to be appropriate for that school), or </li>
<li>every HT must maintain
records for the officials 'above' even if it means she will not have time to support her teachers
in improving the classroom process. </li>
</ul>
<br />
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US">It is as if children, teachers, HTs, SMCs
all exist to feed the machinery ‘above’ which has to ‘control’ them, and ‘give’
them resources (from mid-day meals to teachers to textbooks to in-service
training, from which often a ‘cut’ may be taken), ‘allow’ them to take
decisions such as which would be the most convenient time for most children to
attend school, ‘monitor’ the work of teachers, ‘test’ the learning of students,
and ‘grant’ the privilege of education.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">What the RTE implies is that it is those
who get their salaries because of children who are the real ‘beneficiaries’ –
which includes all the administrators, supervisors, inspectors, monitors,
institutions, departments, ministries.
It is <i>they </i>who are accountable
to children and teachers, or would be if they really existed for education. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">As mentioned, give them enough time and systems end up existing more to perpetuate themselves - and the status quo within - rather than the purpose for which they are created. Try making a change in the way things are organised within a system and you might find it responds with a kind of ferocious energy it fails to display when similar urgency is required in its primary objective. For instance, if it were declared that an educationist rather than an IAS officer will head the Department of Education, you will get a lot more activity in the system (to prevent that) than if you declared (as is well known) that most children are failing to attain grade level learning across the country. </span></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US">Finally, systems exist to preserve the hold of the powerful. Issues that affect the middle classes or those more privileged get inordinate attention in the system. Thus nursery school admissions in private schools in Delhi are a big issue, or the allocation for poor children in elite private schools is endlessly discussed, or the class 10 board exam being needed (by children from better off families)... but the death of a 100+ children in a mid-day-meal from a poor section of society, or the low levels of service in deprived areas or chronically low learning levels despite much money being invested - fail to receive that kind of attention.</span></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US">For those seeking to make a dent in the system, it would be healthier to have a more 'aware' notion of what the education system really exists for. The puny strategies we use to make things better are unlikely to serve as even pinpricks to the system.</span></div>
<!--EndFragment--></div>
Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.com4tag:blogger.com,1999:blog-20169268.post-52034977634457499242014-12-31T08:11:00.001+05:302014-12-31T08:11:52.089+05:30The Big Myth that Educationists hold - about others: Myth # 6 of the 7 Myths of Highly Ineffective Education Systems –<div dir="ltr" style="text-align: left;" trbidi="on">
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See Myth # 5 of 7 <a href="http://subirshukla.blogspot.in/2014/12/the-seven-myths-of-highly-ineffective_30.html" target="_blank">here.</a></div>
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<b><i><span lang="EN-US">Myth # 6 – Stakeholders are concerned about education
(as educationists understand it)<o:p></o:p></span></i></b></div>
<div class="MsoNormal">
<span lang="EN-US">Curriculum developers, educationists,
policy makers, thinkers on education, many ‘NGO types’, reformers and other
highly respected people often talk of the ‘aims of education’ – be it in terms
of creating a more democratic society or a more evolved person etc. Somehow,
those who are actually affected by education are unable to get this. For the
masses at large, the purpose of education is to make life better, go up the
social ladder by getting a job or being able to earn a stable livelihood. <i>This is nothing to sneer at or term as a
‘wrong’ or ‘limited’ expectation.</i> In fact, this is what millions of parents
are slaving away for, sacrificing a bit every day so that their next generation
may attain a better life. By looking down upon this view, by treating the
situation as if ‘we are doing education <i>to
</i>them’ instead of <i>with </i>and <i>for </i>them (or perhaps us), those who
design education tend to marginalize the very people education is meant
for. They also end up with curriculum,
textbooks and processes that do not build on the experiences that children from
less privileged backgrounds bring, something that is an enormous resource being
wasted, which then continues the cycle of marginalization. <o:p></o:p></span></div>
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<br /></div>
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<span lang="EN-US">Like parents, teachers too have their own
idea of what they would like. Despite what is often said, most teachers <i>do</i> want
to succeed – what they would like is some practical (not philosophical) advice
on how to handle the really difficult situation they face – increasing
diversity, the changing nature of student population as more and more ‘left
out’ groups join school (in Delhi slums, migration is leading to 7-10 home
languages in the classroom, including Punjabi and Odia which are not contiguous
in the ‘normal’ world), changing curricular expectations they haven't had time or support to absorb. Even after
attaining the PTR norms mandated by the RTE, we are going to have well over 50% schools with
around 80-100 children, with 2-3 teachers handling 5 classes – that is, a very
large proportion of teachers already are and will continue to work in multi-grade settings in
the foreseeable future (while curriculum, pedagogy and materials continue to assume
a mono-grade situation). Given that we are still short of 14 lakh teachers (the
number was reported to have come down to 10 lakh, but with increased enrolment,
is up again, the situation being much worse at the secondary level), the effect
is felt by the 56 lakh who <i>are </i>there. As mentioned, educationists may want high levels
of learning to be attained using their policies and curriculum, but teachers
just want to survive the day and, if possible, succeed in generating some
learning.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span lang="EN-US">And what kind of school would children
want? Exercises on this have been few and far between. Most of the time
children end up having to manage with whatever ‘we’ give out – from mid-day
meals to ‘child-friendly elements’ to colourful books or whatever else. It is
in the nature of children to find interest in whatever is made available, which
is why there is a tendency to assume we have an idea of what they need. But
engaging with them on the issue might reveal a lot more. For instance, talking
with secondary school girls in a remote area in UP, we were discussing the need
for toilets – but the girls said, “We can manage without the toilets, but what
we can’t accept is that we are forced to choose Home Science and are not
offered Mathematics.” This is surely something the authorities are <i>not </i>working on.<o:p></o:p></span></div>
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<br /></div>
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Simply <i>listening</i> to stakeholders might be a good idea. It would be revealing and educative for 'experts', helping reduce their arrogance and bringing their relationship with the stakeholders on a somewhat more equal footing.</div>
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<br /></div>
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What would <i>you</i> say if an expert approached you? And if <i>you </i>are an expert, how would you approach the stakeholder?</div>
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<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-size: x-small;">Tomorrow, Myth # 7 of 7</span><o:p></o:p></span></div>
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Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.com3tag:blogger.com,1999:blog-20169268.post-22348673229786769472014-12-30T07:40:00.000+05:302014-12-30T07:40:15.191+05:30The Seven Myths of Highly Ineffective Education Systems – Myth # 5 of 7<div dir="ltr" style="text-align: left;" trbidi="on">
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<div class="MsoNormal">
<b><span lang="EN-US">Or</span></b></div>
<div class="MsoNormal">
<b><span lang="EN-US">The
Seven Myths That Make Education Difficult To Improve </span></b><span lang="EN-US"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">See Myth # 4 of 7 <a href="http://subirshukla.blogspot.in/2014/12/the-seven-myths-of-highly-ineffective_29.html" target="_blank">here.</a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><i><span lang="EN-US">Myth # 5 – Teachers can improve by following
instructions given to them by their seniors<o:p></o:p></span></i></b></div>
<div class="MsoNormal">
<span lang="EN-US">This is an extension of the previous myth,
except it operates between officials/supervisors and teachers. The notion is that the teacher
is merely a cog in the wheel, lower down in the hierarchy, and the best way to
get him to improve is to make him comply with instructions from above. Apart from the fact that the instructions from
above often tend to be problematic, it is also true that many of them don’t get
implemented at all. At best, teachers can be made to comply with rules such as
coming on time, or turning in a certain amount of work – but they can’t be made
to like children, or smile at them, or feel like coming to work every day and
radiating this enthusiasm to students and colleagues. That is only possible if
the system seeks a <i>partnership</i> with
teachers, treats them as fellow stakeholders and <i>engages </i>with them on a more equal footing. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">As the experience of RTE shows,
instructions, rules and even laws that make lack of compliance justiciable –
are insufficient to bring about the required change. They are simply the wrong
instrument for the purpose. (I’ve written about coercive and generative power
elsewhere.)<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US"> So what <i>is </i>the way in which teachers change?</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-size: x-small;">Tomorrow, Myth # 6 of 7</span><o:p></o:p></span></div>
<!--EndFragment--></div>
Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.com2tag:blogger.com,1999:blog-20169268.post-71047102110464656982014-12-29T07:13:00.000+05:302014-12-29T07:13:29.470+05:30The Seven Myths of Highly Ineffective Education Systems – Myth # 4 of 7<div dir="ltr" style="text-align: left;" trbidi="on">
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<!--StartFragment-->
<div class="MsoNormal">
<b><span lang="EN-US">Or</span></b></div>
<div class="MsoNormal">
<b><span lang="EN-US">The
Seven Myths That Make Education Difficult To Improve </span></b><span lang="EN-US"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">See Myth # 3 of 7 <a href="http://subirshukla.blogspot.in/2014/12/the-seven-myths-of-highly-ineffective_28.html" target="_blank">here.</a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><i><span lang="EN-US">Myth # 4 – Students learn mainly by listening to the
teacher.<o:p></o:p></span></i></b></div>
<div class="MsoNormal">
<span lang="EN-US">Listening is seriously valued – you must
listen to your elders, pay attention to your teachers… as if major wisdom is
dangling on their lips and will be lost if not caught by the ears that very
instant. Now that you can not only look up information but actually hear
lectures on all conceivable topics on the internet, this is one notion that is
already past its sell-by date. In fact, it should never even have been available
in the ‘sell’ category. Ultimately, it is what we reflect on, try out, adapt
and work into our own understanding that emerges as learning, something the
‘constructivist’ thrust of the current NCF keeps emphasizing. By continuing to
practice ‘listening-to-teacher-explaining’ as the core pedagogy, we ensure our
students don’t get around to learning in the manner and at the level they are
capable of. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">One reason why this continues to prevail is
due to the notion that teacher must ‘control’ the class – and the class can be
controlled only if the teacher has something to offer that can be held back at
will – namely, explanation-giving talk. By treating themselves as the ‘source’
of learning, adults in general, and teachers in particular, manage to hold
themselves in a position of power vis-à-vis children, choosing what and when to
offer – and emaciate children (mentally). All this talk of ‘developing our
human resource’ and the ‘demographic dividend’ will bear fruit only if adults
seriously make an effort to give up this kind of ‘power’. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In many ways, therefore, this myth is a bigger blockage than you might anticipate, since it operates to defeat the purpose of our efforts <i>after </i>we have succeeded in bringing the teacher and the student into school for a duration that is long enough to enable learning. This is the hole in the bucket, or one big explanation of the continuing low levels of learning across the board.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Unfortunately, it is proving really difficult to deal with. Despite the enormous amount of resources and effort spent on teacher development, practice continues to revert to the listening mode. Part of the reason may be cultural - after all the concept of the guru 'giving' his knowledge to the disciple orally is three thousand years old, runs in our blood and makes it difficult for us to believe that teaching can be anything else. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
One of the ways to address this might therefore be societally - it is only when parents, communities, society itself start expecting teachers to something different that it might happen...</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i>What do <u>you</u> think?</i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-size: x-small;">Tomorrow, Myth # 5 of 7<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<!--EndFragment--></div>
Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.com2tag:blogger.com,1999:blog-20169268.post-42249068706857932072014-12-28T06:35:00.000+05:302014-12-28T06:35:46.615+05:30The Seven Myths of Highly Ineffective Education Systems – Myth # 3 of 7<div dir="ltr" style="text-align: left;" trbidi="on">
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<!--StartFragment-->
<div class="MsoNormal">
<b><span lang="EN-US">Or</span></b></div>
<div class="MsoNormal">
<b><span lang="EN-US">The
Seven Myths That Make Education Difficult To Improve </span></b><span lang="EN-US"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">See Myth # 2 of 7 <a href="http://subirshukla.blogspot.in/2014/12/the-seven-myths-of-highly-ineffective_27.html" target="_blank">here.</a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><i><span lang="EN-US">Myth # 3 – There is <u>one</u> form of knowledge and
it belongs to the ‘educated classes’<o:p></o:p></span></i></b></div>
<div class="MsoNormal">
<span lang="EN-US">What do <i>they
</i>know – after all, they’re only poor people. And real knowledge is that
which is written in books and taught in universities, which of course they
don’t have access to, isn’t it?<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">By now I’m sure you’re well aware of the
vast variety and depth of knowledges that non-literate people bring – only it
doesn’t get the recognition it deserves and is sentenced to remain marginalized
and often die out. By not respecting the
knowledge heritage the vast majority of our students bring, we certainly deprive
them of the one strength that can be used to learn ‘school’ knowledge – but we
also lose out on the great contribution the diverse community knowledge
heritage could make to the country. (I’ve written on this elsewhere in this blog hence not
elaborating it further.)<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-size: x-small;">Tomorrow, Myth # 4 of 7</span><o:p></o:p></span></div>
<!--EndFragment--></div>
Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.com1tag:blogger.com,1999:blog-20169268.post-7295639841353078522014-12-27T08:42:00.000+05:302014-12-27T20:19:20.210+05:30The Seven Myths of Highly Ineffective Education Systems – Myth # 2 of 7<div dir="ltr" style="text-align: left;" trbidi="on">
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<br />
<div class="MsoNormal">
<b><span lang="EN-US">Or</span></b></div>
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<b><span lang="EN-US">The
Seven Myths That Make Education Difficult To Improve </span></b><span lang="EN-US"><o:p></o:p></span></div>
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<br /></div>
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<span lang="EN-US">See Myth # 1 of 7 <a href="http://subirshukla.blogspot.in/2014/12/the-seven-myths-of-highly-ineffective_26.html" target="_blank">here.</a><o:p></o:p></span></div>
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<br /></div>
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<b><i><span lang="EN-US">Myth # 2 – All children must attend school every day<o:p></o:p></span></i></b></div>
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<span lang="EN-US">If you’re from a poor family, there’s a lot
more to life than just attending school! Siblings and domestic animals have to
be cared for, parents have to be helped, essentials such as water or firewood
have to be fetched, birds and animals kept away from the farm, you may need to
migrate with your parents…. It’s not necessary that all this is a waste – in
fact, despite the shadow child labour, a lot of this is also learning for
life. Children who <i>are </i>in a position to attend daily too might learn a lot if they
spent a day or two every week doing things other than school – such as tending
to gardens, pursuing a passion, trying to earn something by putting their
learning to use, solving a neigbhourhood problem, helping their siblings and
parents, making things…. Or helping their underprivileged classmates so that they
can spend more time in school.<o:p></o:p></span></div>
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<br /></div>
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<span lang="EN-US">The kind of focused (and therefore limited)
scholastic learning our ‘advanced’ children end up doing has resulted in
several luminaries pointing out that (even from institutions such as the IITs)
our graduates are ‘unemployable’. One might add they haven’t developed many
other aspects of their personality – including civic consciousness.<o:p></o:p></span></div>
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<br /></div>
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<span lang="EN-US">However, what this requirement of daily
attendance does is to marginalize great numbers of children, since the
teaching-learning process tends to be sequential (rather than re-iterative). If
you miss out an earlier part, you can’t ‘keep up with the class’ and slowly
head for being left out or pushed out or dropping out. Effectively, the school
is saying: if you are poor and cannot attend regularly (as the we require), you
shall not learn. Instead of: attend when you can, we’ll find a way to support
you and make sure you learn (which is what the business of the school really
is). <o:p></o:p></span></div>
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<br /></div>
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<span lang="EN-US">There <i>are
</i>a few walk-in centres in the country (though of course only for poor and/or
working children) and some of them do manage to attract and keep children for a
long time even though there is no compulsion to attend. That kind of
flexibility is perhaps too much to hope for in the school system. Enabling the
school to be more responsive to children’s real living situations, though –
that’s both possible and desirable. It needs a spiraling rather than linear
flow, a variety and range of materials, and providing children engaging
activities in many of which they will work on their own, and the use of a tracking
system to keep record of progress. This gels with every provision of the RTE,
with expectations put forward in our National Curriculum Framework, and much
that contemporary understanding of pedagogy tells us. However, to make it
happen what we need is not methods and materials but a way to get rid of this
myth and the fear that everything will fall apart if the school seeks to respond
(by adapting to children’s needs) rather than coerce (by making children adjust
to its needs).<o:p></o:p></span></div>
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<br /></div>
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<i><span lang="EN-US">Any
suggestions?<o:p></o:p></span></i></div>
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<br /></div>
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<br /></div>
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<span lang="EN-US"><span style="font-size: x-small;">Tomorrow, Myth # 3 of 7</span><o:p></o:p></span><br />
<span lang="EN-US"><span style="font-size: x-small;"><br /></span></span>
<span lang="EN-US"><span style="font-size: x-small;"><br /></span></span>
<span lang="EN-US"><span style="font-size: x-small;">PS - Here's a response to a reader that might be of use.</span></span><br />
<span lang="EN-US"></span><br />
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These were places where children of different ages came together, the teacher set th</span></span><span data-reactid=".1a.1:3:1:$comment10205809267930466_10205817836624678:0.0.$right.0.$left.0.0.1:$comment-body.0.3"><span data-reactid=".1a.1:3:1:$comment10205809267930466_10205817836624678:0.0.$right.0.$left.0.0.1:$comment-body.0.3.0"><span data-reactid=".1a.1:3:1:$comment10205809267930466_10205817836624678:0.0.$right.0.$left.0.0.1:$comment-body.0.3.0.$end:0:$0:0">e curriculum (i.e. decided who would learn what and how much, and when they had completed their studies), different students did different things, and sometimes advanced students were in charge of those beginning. </span><br data-reactid=".1a.1:3:1:$comment10205809267930466_10205817836624678:0.0.$right.0.$left.0.0.1:$comment-body.0.3.0.$end:0:$1:0" /><br data-reactid=".1a.1:3:1:$comment10205809267930466_10205817836624678:0.0.$right.0.$left.0.0.1:$comment-body.0.3.0.$end:0:$3:0" /><span data-reactid=".1a.1:3:1:$comment10205809267930466_10205817836624678:0.0.$right.0.$left.0.0.1:$comment-body.0.3.0.$end:0:$4:0">It was in the military schools of Prussia that the notion of dividing children into year-wise 'class' came about - it was a means of 'disciplined' learning leading to later military discipline, and offered a predictable means to knowing when a certain number of soldiers/officers would be available. </span><br data-reactid=".1a.1:3:1:$comment10205809267930466_10205817836624678:0.0.$right.0.$left.0.0.1:$comment-body.0.3.0.$end:0:$5:0" /><br data-reactid=".1a.1:3:1:$comment10205809267930466_10205817836624678:0.0.$right.0.$left.0.0.1:$comment-body.0.3.0.$end:0:$7:0" /><span data-reactid=".1a.1:3:1:$comment10205809267930466_10205817836624678:0.0.$right.0.$left.0.0.1:$comment-body.0.3.0.$end:0:$8:0">By putting all the children of the same age together and making them all learn the same thing over given periods, it seemed so organised, appealing, and management-friendly that the idea spread like wildfire. The practice is not very old, having originated (I think, but can't be sure at this time) in early 19th century. In about 120 years, it became so widely established that the it appears to most of us as the only valid mode of teaching children. It was also widely adopted by the church, which set up the earliest schools in most part of the world, in the wake of colonial powers. In some ways, the way the church was education - as preparation for later life of a certain kind - it was not very different form the military view. </span><br data-reactid=".1a.1:3:1:$comment10205809267930466_10205817836624678:0.0.$right.0.$left.0.0.1:$comment-body.0.3.0.$end:0:$9:0" /><br data-reactid=".1a.1:3:1:$comment10205809267930466_10205817836624678:0.0.$right.0.$left.0.0.1:$comment-body.0.3.0.$end:0:$11:0" /><span data-reactid=".1a.1:3:1:$comment10205809267930466_10205817836624678:0.0.$right.0.$left.0.0.1:$comment-body.0.3.0.$end:0:$12:0">In the military academy, the focus was not so much on education as on training. Conformity, cooperation, being at the same level as others was obviously highly needed for the kind of military that was emerging. With the growth of industrialization, this way of organising children into learning groups naturally became more common, as most of them were being prepared for certain limited forms of professions, where following instructions given the industrialist was the key expectation. The later use of assembly-line as a means of 'efficiency' served to re-inforce this further. People still talk proudly of themselves as being 'products' of certain institutions. (In the elite schools such as Eton or the Doon School in India, the real differentiation was - and is - outside the class in the range of activities to choose from, as well as the variety of subjects students could choose - such choice not being available to their less privileged peers. The tutorial system they use also provides a way to address the diversity of needs.)</span><br data-reactid=".1a.1:3:1:$comment10205809267930466_10205817836624678:0.0.$right.0.$left.0.0.1:$comment-body.0.3.0.$end:0:$13:0" /><br data-reactid=".1a.1:3:1:$comment10205809267930466_10205817836624678:0.0.$right.0.$left.0.0.1:$comment-body.0.3.0.$end:0:$15:0" /><span data-reactid=".1a.1:3:1:$comment10205809267930466_10205817836624678:0.0.$right.0.$left.0.0.1:$comment-body.0.3.0.$end:0:$16:0">Not surprisingly, this same-size-fits-all approach has carried over in the name of preparing children to be citizens (following orders, being 'disciplined'), being social (listening to elders, obeying rules, not being different from others), and seeing themselves as the vehicles for fulfilling their 'superior's' wishes (which is why 'yours obediently' and 'please tell me what to do sir and I will do it' are considered highly desirable traits). Because this is convenient to adults/elders and those in positions of power, the myth continues</span></span></span></span></span></div>
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<!--EndFragment--></div>
Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.com3tag:blogger.com,1999:blog-20169268.post-87919979373008981422014-12-26T19:31:00.000+05:302014-12-26T19:32:18.018+05:30The Seven Myths of Highly Ineffective Education Systems – Myth # 1 of 7<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal">
<b><span lang="EN-US"><span style="font-size: large;">Or</span></span></b></div>
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<b><span lang="EN-US" style="mso-bidi-font-family: Times;"><span style="font-size: large;">The
Seven Myths That Make Education Difficult To Improve </span></span></b><span lang="EN-US" style="mso-bidi-font-family: Times;"><o:p></o:p></span></div>
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<br /></div>
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<span lang="EN-US" style="mso-bidi-font-family: Times;">Have
you ever had the experience of failing to open a lock till you discovered that
you were using the wrong key? That's a little like discovering after years or
decades of work that perhaps some of the things we've been taking for granted
all along don't necessarily hold true. There are probably many such notions,
but here are what seem to be the seven most crucial ones. Each one of these is elaborated
upon in a separate post, and followed by a note on what we <i>can </i>do - all over the next eight days.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<b><span lang="EN-US" style="mso-bidi-font-family: Times;">The
Seven Myths:</span></b><span lang="EN-US"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">1. Children are homogenous<o:p></o:p></span></div>
<blockquote class="tr_bq">
<span lang="EN-US" style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-US">All must learn the same thing,
in the same way, with the same material.<br /><o:p></o:p></span><span lang="EN-US" style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-US">All must learn the same amount</span></blockquote>
<div class="MsoNormal">
<span lang="EN-US">If someone falls behind, something must be
wrong with them – they don’t conform to the norm!<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">2. All children must attend school every
day<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">3. There is <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">one </i></b>form of knowledge and
it belongs to the ‘educated classes’.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">4. Students learn mainly by listening to
the teacher.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">5. Teachers can improve by following
instructions given to them by their seniors.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">6. Stakeholders are concerned about
education (as educationists understand it)<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">7. The education system exists to improve
education.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><i><span lang="EN-US"><br /></span></i></b></div>
<div class="MsoNormal">
<b><i><span lang="EN-US">Myth # 1 – Children are homogenous</span></i></b></div>
<blockquote class="tr_bq">
<span lang="EN-US" style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-US">All must learn the same thing,
in the same way, with the same material.<br /><o:p></o:p></span><span lang="EN-US" style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-US">All must learn the same amount</span></blockquote>
<div class="MsoNormal">
<span lang="EN-US">It’s quite amazing, isn’t it? What daily
observation and commonsense (backed by vast, vast amounts of in-depth research)
tells us is that children are very different from each other. That it is indeed
difficult to expect all of them to learn the same amount in a year, that all
‘averages’ are mere guess work, certainly in terms of subject-related
expectations after the early years. In fact, even the idea of putting children
into classes or grades may not have sufficient basis – it is more management
friendly than learning friendly. The question is not ‘How can the teacher teach
if all children have to learn differently?’ but ‘How can naturally diverse
children learn if the teacher teaches the same thing and in the same way to
all?’<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">As a result of all this, if some children
fall behind, it is assumed something must be wrong with them – they don’t
conform to the norm! The ones falling behind are actually often those from
under-resourced backgrounds – because the ‘norm’ and design of education is
such that you are likely to do better if you are from an economically better background.
Which is why it is actually news if a child from a poor family does well in a
board exam!<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">And of course if you happen not to be able
to learn the way in which you are being taught (you might be from a privileged
family) even then something is wrong with you (though less wrong than if you
were poor). You may not like school, but you can be sure the school does not
like you too.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US">This
myth is so common, so prevalent that it’s hard to imagine there might be other
ways… what do you think?<o:p></o:p></span></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
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<span lang="EN-US"><span style="font-size: x-small;">Tomorrow, Myth # 2 of 7</span><o:p></o:p></span></div>
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Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.com2tag:blogger.com,1999:blog-20169268.post-47063207964091481382014-12-14T06:21:00.001+05:302014-12-14T06:22:31.696+05:30The Real Issue With Tech In Ed<div dir="ltr" style="text-align: left;" trbidi="on">
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If doctors' interest and ability in diagnosing and helping patients improve were limited, if the medicines themselves were not always known to work, and if the patients didn't have much ability to pay - how much do you think 'tech' would work? Moreover, if 'tech' took over the mistakes usually made by teachers, it would work even less, isn't it?</div>
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This is what is happening in the case of 'technology in education'....</div>
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Vendors can be excused for touting their 'solutions' as real solutions - educators and decision-makers are the ones to be blamed for willingly falling into the trap of believing that technology will motivate teachers, overcome corruption, deal with the hierarchies that operate at the point of learning and perpetuate the hegemony of a few, tailor education to the needs and the experiences of the marginalized, solve the issue of huge and increasing diversity that teachers face, and overcome the indifference of the political / administrative establishment to poor educational performance.</div>
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A common finding in an analysis of most tech in ed efforts would likely show that after the initial enthusiasm and perhaps even use, the actual interaction / utilisation declines - eventually, it lies locked up or disused or misused (teachers use computers as a means of keeping children busy while they do something else). Sometimes a new wave of tech in ed displaces the old one but then neither end up making a sufficient difference.</div>
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It's not as if technology cannot make a difference, but it needs to be thought through differently. Usually, the thought process is - 'what can we do with tech'? This is like saying: 'now that we have a car, where should we go?' You might end up going somewhere you didn't want to go. Instead, the question should be - 'what do we desperately want to do / need to do (and why), in which technology can play a part?' Examples of this are relatively rare!</div>
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Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.com1tag:blogger.com,1999:blog-20169268.post-42478763450992802912014-08-31T06:07:00.000+05:302014-08-31T06:07:21.704+05:30What does ‘Education For Freedom’ mean to You?<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Times, Times New Roman, serif; font-size: large;"><br /></span><div class="MsoNormal">
<span style="font-family: Times, Times New Roman, serif; font-size: large;">Usually, it seems to mean: to become free from want. In the
sense of being able to stand on one’s own feet, by being able to earn a
livelihood or having a job (much more the last, in our case). But what
education seems to be doing, in our context at least, is to <i>create </i>wants.</span></div>
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<span style="font-family: Times, Times New Roman, serif; font-size: large;"><o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Times, Times New Roman, serif; font-size: large;">Just because a person has crossed, say, secondary education,
‘traditional’ work no longer seems to be enough for him, whether he has been
prepared for any other career or not. And of course if a person does get a job,
the desire to be more and more like the ‘educated’ and upwardly mobile – leads
to more and more and more wants…<o:p></o:p></span></div>
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<span style="font-family: Times, Times New Roman, serif; font-size: large;">At the other end of the spectrum of views on this, freedom
from want is seen as getting rid of the wants! When education is more religious
and ‘environmental’, it helps a person realize that his wants are really few
and that he is at his most free when helping others, and reducing from the
earth the burden of bearing him. A nation of ascetics is an interesting idea
but probably not a very desirable one!<o:p></o:p></span></div>
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<span style="font-family: Times, Times New Roman, serif; font-size: large;">So that leaves us the vast space in between the two extreme
views (of ‘want more’ and ‘want nothing) on ‘education for freedom’. Where do <i>you </i>find yourself on this? Is this the
lens from which to look at ‘education for freedom’? Is this even a worthwhile
question in our times? What do <i>you </i>think?</span><o:p></o:p></div>
</div>
Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.com4tag:blogger.com,1999:blog-20169268.post-79878294180768939262014-03-26T20:06:00.001+05:302014-03-26T20:08:26.997+05:30The Three Simplest, Least Expensive Ways To Improve Learning In Children<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-size: large;">What's the simplest, least expensive way to improve learning
in children? Here are three such. They cost you no money, and are
entirely in your control. </span><span style="font-size: large;">They do involve technique, but not technology. However, </span><span style="font-size: large;">they don’t involve working extra hard (just
changing what you do, slightly). </span><br />
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<span style="font-size: large;"><o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: large;">1. Smile more!<o:p></o:p></span></b></div>
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<span style="font-size: large;">This has to be the least expensive and most effective.
Smile. Look at children and smile a happy smile. You’re lucky to be with them.
And smile the one that glows in your eyes – all children have an inbuilt ability
to know when you’re only pretending.<o:p></o:p></span></div>
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<span style="font-size: large;">And what should you do after smiling? Well, nothing special,
just keep on doing whatever you were doing – teaching or taking children out or
organizing the morning assembly or the mid-day meal or asking them to come back
into the class. Smile. <o:p></o:p></span></div>
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<span style="font-size: large;">And let me know after three months about the improved
learning in your classroom. As they say, you need neither money nor orders to
do this.<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: large;">2. Talk with children.
And <i style="mso-bidi-font-style: normal;">listen</i> more<o:p></o:p></span></b></div>
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<span style="font-size: large;">We have so much to tell children – instructions,
information, questions, answers. But all this is not equal to <i style="mso-bidi-font-style: normal;">talking</i> with children. Real conversation
requires taking an interest in the lives of your students, interacting with
them about things that matter to them, and above all <i style="mso-bidi-font-style: normal;">– listening </i>to them. If you are the kind of teacher that children
can relate with and say what is in their minds, you’re well on your way to
improving learning in the classroom. <o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: large;">3. Ask yourself what you would like if you were the child in front of you<o:p></o:p></span></b></div>
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<span style="font-size: large;">We were all born as babies and spent a fair amount of time
as children. Unfortunately, we grew up and became adults. We forgot that
delight which gripped us when something new or challenging or interesting was
put before us. We lost track of that person in us who would not give up something
engaging, no matter what. And of course we fail to recall how <i style="mso-bidi-font-style: normal;">much</i> we enjoyed learning something,
especially when we did it on our own, whether it was cycling or reading a book
to figure something out or in the sports field.<o:p></o:p></span></div>
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<span style="font-size: large;">Now that you’re a teacher, it will really help if for a
moment you put yourself in your students’ place. What would you really enjoy
being engaged in most? What way of presenting or unfolding the learning
objective under consideration be most involving? How could you get children
themselves to do and think more?<o:p></o:p></span></div>
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<span style="font-size: large;">This is neither as difficult or crazy as it sounds. In fact,
it’s much simpler than taking the usual role of doing all the work yourself –
explaining, showing a picture, using the blackboard, thinking of examples to give
– while children are simply sitting around watching you! In fact, this is also
what you are <i style="mso-bidi-font-style: normal;">supposed </i>to do – i.e.
use activity, exploration, projects and other similar means.<o:p></o:p></span></div>
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<span style="font-size: large;">How difficult is that? Not so difficult that it can’t be
done. There are many, many sources for you to draw upon, as there are many
in-service training and materials available for you. And just in case there aren’t,
do let me know.<o:p></o:p></span></div>
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<span style="font-size: large;">In the meantime, I hope you’ll make vigorous use of these
three simplest, least expensive methods – and really boost learning among your
children.<o:p></o:p></span></div>
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Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.com7tag:blogger.com,1999:blog-20169268.post-65494583575688896442014-03-06T17:39:00.001+05:302014-03-10T12:08:40.139+05:30Why Measuring Learning Outcomes Does Not Improve Accountability in Education – Or Outcomes<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="color: #3d4452; font-family: Helvetica; mso-bidi-font-family: Helvetica;">In the last few years, the clamour for measuring
learning outcomes and using that as a means to ensure accountability has grown
louder. In fact the current Five Year Plan insists that learning outcomes be
measurable and be measured. Corporate houses funding various foundations and
NGOs are big on learning assessment and look to it as a means of bringing about
improvement. Many sensible people are voicing views to the effect that if a
teacher is unable to generate learning outcomes, he should be shoved aside and
replaced by someone better. And, of course, the feeling persists that we are
not measuring the quality of learning enough.<o:p></o:p></span></div>
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<span style="color: #3d4452; font-family: Helvetica; mso-bidi-font-family: Helvetica;">This is unfortunate. Not because measuring outcomes is
not important or somehow wrong but because the present formulations of the
issue are simplistic to the extent that they prevent underlying issues to be
addressed. Here is how.<o:p></o:p></span></div>
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<span style="color: #3d4452; font-family: Helvetica; mso-bidi-font-family: Helvetica;">First, it is not as if the quality of learning is not
being measured, or has not been measured in the last 20 years. The first
all-India survey of learning levels was conducted by the NCERT in 1995, and
there have been many since. Several large-scale independent studies of
students’ learning levels have been run, including ASER and surveys of Education
Initiatives. Small-scale learning assessments have been conducted for innumerable
research studies (e.g. of 1 lakh children in Tamil Nadu to assess the state’s
Activity Based Learning Programme) or pilot projects (for instance, several
states have piloted their textbooks and used learning achievement as a
benchmark). And of course at least hundreds (if not thousands) of NGOs/NGO-run
programmes (often in government schools) have incorporated assessment as an
effectiveness measure.<o:p></o:p></span></div>
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<span style="color: #3d4452; font-family: Helvetica; mso-bidi-font-family: Helvetica;">There are thus any number of assessments available – and
they've been telling us for the last twenty years that our children are not
learning. Only, this doesn’t seem to have resulted in improved learning, thus
questioning the assumption behind the clamour for measurement. <o:p></o:p></span></div>
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<span style="color: #3d4452; font-family: Helvetica; mso-bidi-font-family: Helvetica;">This is a little like weighing a child to assess the
level of nutrition – unfortunately, merely weighing the child will not lead to
better nutrition... Something <i style="mso-bidi-font-style: normal;">else</i> is
clearly required, and that doesn’t seem to be happening.<o:p></o:p></span></div>
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<span style="color: #3d4452; font-family: Helvetica; mso-bidi-font-family: Helvetica;">Second, insisting on having 'measurable' outcomes is
hugely misleading – just because you can measure something doesn't make it more
worthwhile (e.g. we do want students to be creative or considerate or civic
though there are no easy measures for these). Several of the assessments
mentioned suffer from this. Thus an Adivasi child who displays great
resourcefulness, knowledge of the environment and concern for others would be
called poorly educated since the ‘tests’ measure only basic literacy and
numeracy.<o:p></o:p></span></div>
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<span style="color: #3d4452; font-family: Helvetica; mso-bidi-font-family: Helvetica;">Measuring outcomes would be useful only when we
measure what matters most to us. Not whether a child can read something aloud
but whether he can form an opinion on it and give the reasons behind them. Not
whether a child can do calculations but whether she can apply it in real world
contexts to solve problems or take a decision. Some of these may be hard to
measure, but it would be useful to remember that it is not the purpose of
education to be assessable, but the purpose of assessment to measure what is
considered most worth learning.<o:p></o:p></span></div>
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<span style="color: #3d4452; font-family: Helvetica; mso-bidi-font-family: Helvetica;">Third, measuring outcomes does not account for
contexts and tends to disadvantage (and label) those facing adverse conditions.
Which then makes it even more difficult for them to improve. There are many
teachers who work very hard in difficult conditions – but don't attain the kind
of outcomes expected because the curriculum assumes children will be able to
attend daily or speak the school language at home (and several other such
notions), which don't apply to the children they work with (some 60-70% in
India). We'll end up shoving these teachers out if we take the advice to
replace them – instead of overhauling the system which has designed itself in
such a way that marginalized children WILL fail.<o:p></o:p></span></div>
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<span style="color: #3d4452; font-family: Helvetica; mso-bidi-font-family: Helvetica;">Fourth, there is a danger that the present focus on
outcomes is actually obfuscating – instead of increasing – accountability.
India's challenges now arise from its success in rapidly expanding the school
system to bring in so many children. The consequence is that we now have
students (at all levels) who traditionally never attended schools - working
children, migrant groups, girls from various communities, children with
disabilities, socially excluded communities…. the list is endless. What this
means is that while the nature of our students has changed, the curriculum,
pedagogy and assessment remain as they used to be and so, the DESIGN ITSELF
leaves these learners out. <o:p></o:p></span></div>
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<span style="color: #3d4452; font-family: Helvetica; mso-bidi-font-family: Helvetica;">At a second level, when it comes to implementation,
there is a tendency in those responsible to ignore laxity on the assumed ground
that it is only happening to those who do not matter. (Just as it is easier to
ask a poor person to push a stalled car rather than a well-dressed one, similar
prejudices operation in all facets of our society, including government
officials.) Even now, therefore, it is mainly those from better-resourced
families who continue to succeed, and we continue to have poor education for
the poor. So the accountability really needs to be demanded at the level of the
system (NCERT, MHRD, Departments of Education) and state / district / block
officials.<o:p></o:p></span></div>
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<span style="color: #3d4452; font-family: Helvetica; mso-bidi-font-family: Helvetica;">As long as people keep pointing fingers at teachers as
the main villains, the really responsible will continue to escape
accountability. For instance, when the NCERT's own national survey shows low
levels of learning, why does nothing happen to anyone at any level, including
the NCERT itself (whose curriculum has been taken by many states now performing
poorly)? How come officials at various levels continue exactly as they have been
for decades with impunity when every measure<span style="mso-spacerun: yes;">
</span>brings out dismal levels of learning in their watch? Recently, when our
group, IgnusERG assessed class 9 students in a district we found 68% of them to
be at class 4-6 levels, 7% below class 3 level, and only 4% at the class 9
level where they were expected to be. When this finding is shared, everyone
finds a way to blame some one else!<o:p></o:p></span></div>
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<span style="color: #3d4452; font-family: Helvetica; mso-bidi-font-family: Helvetica;">Finally, let me leave you with this – in the current
form, knowledge of outcomes attained does not help bring about improvement. Most
states will be implementing SLAS (State Learning Assessment Survey) in the
coming months. But once a state finds out it is performing poorly, say, in mathematics,
that will not inform it of the reasons why this is so. It could be the poor
curriculum (e.g. overambitious expectations) or weak syllabus (less time
allocated than required), or inappropriate pedagogy (no use of concrete
materials at an early age) or bad textbooks (poorly sequenced or giving
discrete rather than contextual examples) or demotivated teachers or
insufficient teaching time (because the state continues using teachers for
non-teaching tasks even after RTE and court orders to this effect) or home vs
school language issues or at least 10 other problems that can be named, each of
which can seriously lead to poor outcomes. So where will the improvement begin?<o:p></o:p></span></div>
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<span style="color: #3d4452; font-family: Helvetica; mso-bidi-font-family: Helvetica;">The point, as mentioned earlier, is: do ask for
outcomes, but don't keep it simplistic, or we'll continue to get the poor
outcomes we've been documenting over the last 20 years.<o:p></o:p></span></div>
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Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.com5tag:blogger.com,1999:blog-20169268.post-57649309282207740542014-02-12T10:10:00.000+05:302014-02-12T10:10:31.679+05:30Have You Been Un-Hindu Today?<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Once in a while I recall that I am born a Hindu. This is
usually around times when a whole lot of people are suddenly finding the need
to defend Hinduism.</span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><o:p></o:p></span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">1. This is a little ironic. Why do you need to protect that
which cannot be destroyed? Can the words or images of another person kill or
harm your religion? To those who believe in God/s: even if all the people who
believe in God should cease to exist will God/s cease to exist? Similarly, does
Hinduism need the acceptance and support of all those being fought against in
order to exist and flourish? It seems very reductionist and belittles Hinduism
for anyone to say that the religion needs protection.<o:p></o:p></span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">2. This business of religious sentiments being hurt is even
more ridiculous. Why are Hindu religious sentiments hurt only by words and
images but not by un-Hindu actions such as rape, murder and the racism being
practiced against people from the NE in Delhi, or the displacement of Muslims
in Muzaffarnagar or a thousand such atrocious acts? We are a religion that
believes in the whole universe being a family, isn’t it? Why are we not
religiously wounded by such major offences that hurt millions of the universal
family but hugely traumatized by minor pinpricks such as a book that will be
read by a few thousand people?<o:p></o:p></span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">3. Being the transcendent religion that believes animals and
trees and various forms, animate and inanimate, have the element of the Divine
running through them and are therefore nothing but mere manifestations of the
Unified One, how can we even distinguish between ‘ourselves’ and ‘others’?
Surely the distinction is impossible and the very idea of ‘not tolerating’
someone or some view would be inadmissible – for even the so-called offender is
nothing but another manifestation of the same <i style="mso-bidi-font-style: normal;">ONE </i>divine. So the idea of ‘getting upset’ so militantly at
someone’s view is, in my view, very un-Hindu. <o:p></o:p></span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">4. In an ecological worldview that goes well beyond the
physical world, the notion is that every component have a just and fair place,
the justness and fairness of which is determined by the degree to which it
links with others and desists from eating into others’ space and resources.
Which is the idea behind being ‘content’ – to occupy that which fulfills your
need without competing with another’s, thus maintaining the ecosystem.<span style="mso-spacerun: yes;"> </span>Wanting more than this justifiable space and
resource takes you into the realm of that which does not (because it should
not) exist – maya. And we are taught not to want more than our remit for this
reason. This is a key principle by which the universe maintains its balance,
and disturbances take place when this balance is upset. Every time we seek to
dominate or attribute to ourselves the right to determine others’ activities in
their spheres (such as what they may think or write), we are guilty of going
beyond that which is justly ours – and again, being very un-Hindu!<o:p></o:p></span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">5. And finally, like all great religions, Hinduism too
believes that real victory is one that is over oneself. No matter how much you
‘defeat’ your enemies, if you are unable to overcome yourself, that is, your
own limitations and the un-divine aspects of yourself, you cannot be considered
a victor. So if anyone is claiming victory at having ‘vanquished’ something
offensive, do desist, for you have not won.<o:p></o:p></span></div>
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Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.com2tag:blogger.com,1999:blog-20169268.post-80221342911813043292013-11-22T20:05:00.002+05:302013-11-22T20:05:47.692+05:30Five Questions to Ask Your Election Candidate (English Version)<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-size: 15px;">This is the English version of the flyer circulated a little before the last general elections. As mentioned, it got results, but was a little late in the campaign.</span></div>
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<span style="font-size: 15px;"><br /></span></div>
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<span style="font-size: 15px;"><br /></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 11.0pt;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 11.0pt;">IGNUS-PAHAL<o:p></o:p></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 11.0pt;">The one who fights for children’s rights!<span style="mso-tab-count: 2;"> </span>Is the one who will get
our vote!<o:p></o:p></span></b></div>
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<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 11.0pt;">Five Questions On Our Children’s Rights</span></b><span style="font-size: 11.0pt;"><o:p></o:p></span></div>
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<br /></div>
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<span style="font-size: 11.0pt;">This election may affect your
children.<span style="mso-spacerun: yes;"> </span>Especially if your would-be
representative in legislative assembly keeps the following in mind.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt;">Education – good / quality education – is everyone’s
right. Especially after the RTE, education in every government school should be
such that <i>everyone</i> finds it good. But even very poor parents are removing their children from government schools and making sacrifices
to send their children to private schools.<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 11.0pt;">Ask your would-be representative – Question 1: What
will you do to ensure appropriate and quality education in government schools?</span></b><span style="font-size: 11.0pt;"><o:p></o:p></span></div>
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<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt;">Teachers’ salaries have gone up. They now get training
from time to time to enable good education for children. There is provision for
mid-day-meals, school uniforms, play equipment, learning material – all free.
But there is demotivation among teachers. They feel neglected. They feel as if
they are not being respected.<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 11.0pt;">Ask your would-be representative – Question 2: What
will you do so that teachers take interest in their work and are committed to the good education of their children?</span></b><span style="font-size: 11.0pt;"><o:p></o:p></span></div>
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<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt;">According to RTE the responsibility of
running/managing the schools will now be with community and panchayats. But the
community and the panchayats feel: how can we give any advice to the school?
They do not find themselves capable of advising / supporting schools. And they
feel this is not even their work.<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 11.0pt;">Ask your would-be representative – Question 3: What
will you do to enable the active involvement of community and panchayats in
improving education in our schools?</span></b><span style="font-size: 11.0pt;"><o:p></o:p></span></div>
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<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt;">Community and parents both expect that education will
ensure children’s development as well as employment. But now people say: All
this education is going to lead only to unemployment, so it is better that the
child be engaged in some wage-earning work right away.<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 11.0pt;">Ask your would-be representative – Question 4: What
will you do so that every member of the community is aware and committed
towards the education of their children?</span></b><span style="font-size: 11.0pt;"><o:p></o:p></span></div>
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<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt;">If we look at the money spent on education, most of it
is used for salries, infrastructure and maintenance. Crores of rupees are spent
every year on this. Even then our schools and education offices look dirty and
disorganized compared to private institutions. And the people responsible for
improving education for children cannot even be heard talking about it.<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 11.0pt;">Ask your would-be representative – Question 5: What
will you do so that government schools and education offices look attractive?
So that people in the system not only think of children’s improvement but also
do what is needed?</span></b><span style="font-size: 11.0pt;"><o:p></o:p></span></div>
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<br /></div>
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<span style="font-size: 11.0pt;">Your views will have an
impact, won’t they? But only if you raise these questions! Give your vote only
if you get an answer! So go ahead, ask questions, get others to ask, and let us
know!!<o:p></o:p></span></div>
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<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-size: 11.0pt;">Our contact: ignuspahal@gmail.com<o:p></o:p></span></div>
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Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.com2tag:blogger.com,1999:blog-20169268.post-14077798943713775032013-11-21T22:15:00.001+05:302013-11-21T22:15:36.715+05:30Five Questions To Ask Your Election Candidate!<div dir="ltr" style="text-align: left;" trbidi="on">
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With elections not so far away, here are five questions you can encourage people to ask of their prospective representatives. We used these in the last general elections, and had encouraging results. They were re-printed by others and spread over a fairly wide area in Varanasi and Lucknow regions. Many candidates and their party heads had to touch upon these issues. Unfortunately, we got the idea fairly late during the campaign season. This time though we need not be so late!</div>
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Inviting everyone to take a look and use what they find fit. Right now, these are in Hindi (and not a good reproduction of the original flyer) - will put up an English version as well.</div>
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<a href="http://4.bp.blogspot.com/--b8WRoemc08/Uo43h35wZ9I/AAAAAAAABYE/OHO5eoit-Ss/s1600/Election+questions.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="http://4.bp.blogspot.com/--b8WRoemc08/Uo43h35wZ9I/AAAAAAAABYE/OHO5eoit-Ss/s640/Election+questions.jpg" width="469" /></a></div>
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Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.com0tag:blogger.com,1999:blog-20169268.post-59359842790148512482013-10-27T14:00:00.000+05:302013-10-29T10:08:13.695+05:30The REAL Reasons Why Change Is So Difficult In Education <div dir="ltr" style="text-align: left;" trbidi="on">
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<br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">If you're not
in the government but are working to bring about change in education in India,
you're likely to be using one or a mix of the following strategies:<o:p></o:p></span></div>
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<br /></div>
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<!--[if !supportLists]--><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">1. <!--[endif]-->Protest against whatever is going wrong<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">2. <!--[endif]-->Provide data and evidence that things are
not working (and occasionally, for what <i>is </i>working)<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">3. <!--[endif]-->Intervene in policy and decision-making to
the extent possible<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">4. <!--[endif]-->Develop working models and ask the
government or others to take them up<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">5. <!--[endif]-->Actually take over or supplement the
delivery function on behalf of the government<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">(As of now I
can't locate any other strategy in use - but if you <i>are </i>using
another one, do let me know so it can be part of this list.)<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Here's a quick
look at what each of these strategies involve and the kind of impact they seem
to be having. (This is only a broad overview and not a nuanced analysis.)<o:p></o:p></span></div>
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<br /></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"> <b>Strategy 1:
Protest against whatever is going wrong</b><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">From small
village committees carrying their demands to block/districts officials, to
state-wide forums of NGOs as well as the national RTE forum/s (there seem to be
a few of these), various pressure groups have exerted themselves to protest
against much that is not being done by the government.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"> The general
notion seems to be that if you criticize the system or are able to make a
serious protest - the system will somehow listen and start improving. As of
now, there is no evidence that it really does. (It's very good in showing that
it does, though! Look at all the advertisements issued by state governments
where they list their achievements, including in education.) <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><u>Results</u>: Unsure impact. Getting a decent hearing
is not easy, and even where there <i>is </i>a hearing, there is no
guarantee that there will be an impact.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"> <b>Strategy
2: Provide data and evidence that things are not working (and
occasionally, for what <i>is </i>working)</b><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">The assumption
is that if the system and decision-makers realize how wrong things are, or
evidence is provided on what works and what doesn't, there will be appropriate
changes and things will improve. Or that investment will be made on what is
known to work. Partly based on this, a large number of think tanks have emerged
(mainly comprising of western educated professionals) and produce a number of evidence-based documents every year. INGOs, donors and now
VCs/similar funding agencies also take this view and back such efforts. The expansion of CSR and
corporate supported initiatives all bring in this emphasis on 'in data we
trust'.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Unfortunately,
there is not enough data to show that our education system ever pays serious
attention to data on student learning, or classroom processes - and makes a
difference accordingly. (That it <i>should </i>is another matter -
the fact is that it doesn't.) Though a huge amount of data is collected,
and the system itself does a great deal of the collecting, its impact on actual
functioning is extremely limited. (For instance, which curricula or textbooks
in any state have been influenced by such evidence-based approaches? Or by the NCERT's own data from country-wide surveys of learning levels, or even by ASER?) Where the
data <i>is </i>used to some extent - as in the case of DISE - its
actual reliability is in question. Attendance data, for example, is routinely
manipulated to ensure that others can also get to 'eat'. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">The system has
a way of being blind to facts right before its nose. For instance, with a PTR
norm of 30:1, in the foreseeable future (i.e. next 30 years), the 'typical'
school in India will be the small school multi-grade (with 90-100 children in 5
classes, with 2-3 teachers) - implying that a majority of teachers will be teaching
in multi-grade situations. Yet all curricula and training presently assume a
mono-grade situation and believe that multi-grade will only be an
exception. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><u>Result</u>: Data flows off the system, usually like
water off a duck's back. "That's not how decisions are made" - is a
commonly heard statement in government offices, which indicates that there are
other reasons why things are done the way they are done!<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"> For those
NGOs, donors, VCs and others hoping that 'evidence-based' and 'data-driven'
strategies can actually persuade the system to bring about changes, especially
those that make a real difference to the lives of the marginalized and
the disempowered, there is a serious need to re-examine this strategy.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><b>Strategy
3: Intervene in policy and decision-making to the extent possible</b><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">If you've
worked hard to reach a position where you can impact policy or decision-making,
this is the strategy you would use. The late Vinod Raina is a good example of
this, being part of CABE and involved in drafting of the RTE. Not everyone can
achieve the status of being an 'eminent' invitee to important bodies and hence
this is an option only a very few can access. (And even if invited, having an
actual say is very difficult - in typical 'high-power' meetings, participants
speak turn by turn, and the Chairman then winds up the meeting!) Most
people/organizations trying this route reach only the point where they are part
of certain committees or perhaps even the various groups related to the
Planning Commission, such as the Steering Committee, etc.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><u>Results</u>: As the fate of some of the crucial RTE
provisions shows, the more things change, the more they remain the same! I know
this is not exactly true - sometimes, some of the things improve. And sometimes
they worsen, as the total mis-communication on CCE indicates. Policies,
decisions, projects and programmes all run the risk of being hijacked by
mediocre implementation, corruption and deliberate diversion to benefit certain
groups. Overall, this strategy definitely
gives less than optimal results in today's context (everybody cannot be a Vinod Raina!). The primary reason is that
it is governance itself which is the key issue, which often fails to get
addressed here.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"> <b>Strategy
4: Develop working models and ask the government or others to take them up</b><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Eklavya,
Digantar, Bodh, Srujanika and hundreds of other organizations and projects have
implemented pilot projects, started schools, even initiated small interventions
within the government system -- with a view to generate models that will
hopefully be 'replicated' or scaled up within the government set up. In fact,
government programmes such as DPEP and SSA also incorporate an 'innovation'
budget head that enables the setting up of such models that might eventually be
expanded to the larger system.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><u>Results</u>: The history of upscaling shows that
powerful models often lead to <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">• <!--[endif]--><i>conflict</i> (as was the case with the Hoshangabad Science Teacher Programme
in MP, or the DPEP pedagogy upscaling in Kerala), or to <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">• <!--[endif]-->a major <i>reduction in quality</i> of
the original (as in ABL in TN, where only 22% children reached age-appropriate
learning levels, as shown in a state-wide study facilitated by me when the
programme was at its peak; or in the case of KGBV models that initially started
well when run by NGOs)<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">The rest of the
efforts don't really reach scalability, or if they do, they somehow fizzle out
without leaving much impact. (Take Digantar's schools in Jaipur, Srujanika's effort in Odisha or the 'Active
Schools' of Latur, Maharashtra, or the 'Kunjapuri' model in HP or indeed the
various 'Model Schools' set up by the government itself in many states. This is really an endless list.)<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"> <b>Strategy
5: Actually take over the delivery function on behalf of the government</b> </span></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Several
organizations are actually working on the ground with the government to improve
the service delivery. They could be corporate houses who are taking over the
management of schools (as is the case with the Bharti foundation running
hundreds of schools for the Government of Haryana) to Azim Premji Foundation,
which is creating its own channels (district schools up to the Education
University). [As of now, I'm keeping vendors - such as those IT companies implementing Computer Aided Learning on a Build-Own-Transfer model - out of this discussion, as they see themselves more as 'solution-providers' rather than change facilitators.]<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><u>Results</u>: The jury is still out on the kind
of strategy being implemented by the two organizations mentioned above. However, large-scale
efforts of the kind where a group/programme actually took over the government's
functions -- such as Lok Jumbish (funded by SIDA initially) or Shiksha Karmi,
or APPEP in AP (funded by the then ODA of UK), or Janshala (run by five UN
agencies) in some 20+ districts in the country, or the Child-Friendly Schools
project of Unicef in many parts of the country -- all generated a great
deal of energy in their time and people talk of them with much fondness even
now, but those areas still struggle with quality of learning in government
schools. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Even in the NGO
sector, many programmes / projects that appeared to have achieved a great deal,
now do not show the expected dramatic improvement still surviving on the
ground. Take the case of all the areas where Pratham ran its Read India
project. If Pratham has stopped working in an area over three years ago, the levels of
reading in that area are now likely to be of concern (even if they had improved earlier), and are a part of the
'declining levels of learning' being documented in ASER.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">In the early
days of DPEP, when it was seen as 'different' from government, states such as
Haryana, Assam, Karnataka, UP made radically different textbooks and training (taking over
the functions of the SCERTs and DIETs), actually implementing high-energy,
high-quality training over 2-3 years across the state. Yet today many of these states are at the forefront of the quality crisis.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><i>Bottom-line</i>:
you can bring about change as long as you are there, but things go back to what
they used to be once you're not there!<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><b><i>So what
is it that makes change in education so difficult?</i></b><i> </i><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Perhaps we need
to face up to what really lies behind things being bad in the first place.
We tend to assume that there's an inability to make things better. But what if
it has more to do with the <i>ability </i>to keep things as they
are? This might a little more <i>deliberate</i> than the systemic 'inertia' we're used to talking about (though not necessarily as a conscious conspiracy). To begin 'appreciating' this, take a look who loses what if
education, especially in the government system, actually improves. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-layout-grid-align: none; mso-list: l2 level1 lfo3; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">• <!--[endif]-->TEACHERS will find their income from
private coaching reduced/lost altogether (this is starkly clear in secondary
education, which is one reason why improving classroom processes in secondary
schools is very difficult). <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-layout-grid-align: none; mso-list: l2 level1 lfo3; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">• <!--[endif]-->PRINCIPALS and OFFICIALS will not have
control over teachers/SMCs who teach well and have community support. (Wherever
quality improvement efforts have succeeded, conflicts of this kind have
increased. Eventually, the more powerful section 'wins'. Several state
governments - or rather the education ministers - have had VECs or SMCs
reconstituted since they didn't find them 'convenient'; another example: look
at how the provision for SMCs to select books for their school libraries is
being subverted through various means.)<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">• <!--[endif]-->OFFICIALS will also find academically
strong teachers/HMs/SMCs and even students do not easily 'comply' - corruption
will be difficult to practice. (When more teachers start teaching well, school
inspectors always end up making less money. When anyone 'lower' in the
hierarchy is empowered, those 'above' have a problem. And as everyone knows, whenever students ask questions, they're told: 'shut up and don't act over-smart!')<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-layout-grid-align: none; mso-list: l2 level1 lfo3; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">• <!--[endif]-->POLICY-MAKERS will have to create a whole
lot of new jobs for the large numbers of the newly educated. (This is clearly
not an easy thing to do - and one way to deal with this is to keep people in
education for longer, as appears to be the case behind the recent shift to a
FOUR YEAR graduation programme in Delhi University, despite various other
claims being made for it.)<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-layout-grid-align: none; mso-list: l2 level1 lfo3; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">• <!--[endif]-->The POLITY will have to face voters who
can think and ask questions of them. (In 2000, one political leader actually
stopped a state curriculum from being implemented on the grounds that 'if this is
what children learn, who will ever vote for us?')<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-layout-grid-align: none; mso-list: l2 level1 lfo3; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">• <!--[endif]-->Since the majority of people are in some
way of the other 'under' someone, the questioning of authority will mean that
all kinds of HIERARCHIES will be under threat if education really improves -
age, seniority, caste, class, gender, ethnicity, religion! (When young girls
refuse to get married, or children ask for reasons behind what they're being
told to do, or groups raise voice against discrimination - you can be sure that
someone powerful has a problem, and usually manages to find a 'solution'. From
rising wages for domestic labour to resenting the 'lower' classes accessing
'higher' levels of goods - such as mobile phones - the middle class too is not
comfortable with the spread of education.)<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">All of which is
sufficient to ensure the quality of education will not improve, isn't it? Sure,
buildings will be built, as will handpumps and toilets, books will be printed
and teachers appointed - since these are opportunities for 'side' income and
asserting control over resources and people, or appearing to hand out largesse and thus earning 'gratitude'. However, the actual change in the nature of
teaching learning processes, a shift in the kind of relationships practiced,
and the levels of learning outcomes attained, especially for the marginalized -
does not take place at the same pace at which the provisioning grows. In fact, it is much, much slower, if not actually negative at times.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><b>The
"system's" strategies</b><o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">And how is this
ensured? Why does increased provisioning not lead to desired change? As anyone
familiar with implementation at the field level will know, a number of powerful
strategies are used to to ensure that the 'others' don't get what 'we'
have today. <o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-layout-grid-align: none; mso-list: l3 level1 lfo4; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">• <!--[endif]--><i>neglect</i> (take the case of DIETs, which continue to be ignored even after
the new Teacher Education Scheme; or the case of hard to reach groups such as
street children, working children, migrant groups, or those with disability; or
how the north-east itself is missing from our history books; or how the
knowledge of women is not reflected in the curriculum)<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-layout-grid-align: none; mso-list: l3 level1 lfo4; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">• <!--[endif]--><i>selective poor performance</i> (the same government machinery that can do a
fairly good job in conducting elections somehow fails at ordinary execution in education;
an analysis of which files take the longest to move as against their expected
time, will provide a good insight into this)<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-layout-grid-align: none; mso-list: l3 level1 lfo4; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">• <!--[endif]--><i>siphoning off inputs meant for the needy</i> (from mid-day meals that kill
children, buildings that need to be abandoned within ten years due to poor
construction, textbooks on poor paper - name an input and you'll find that what
reaches children is well below what should; this includes the teacher's time,
which is the minimum the state should be able to guarantee, but is not able to due to the absenteeism that is allowed)<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-layout-grid-align: none; mso-list: l3 level1 lfo4; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">• <!--[endif]--><i>wasting time </i>in doing things that appear to be
important but are not (such as organizing 'functions' or 'attending' to a
visiting officer or collecting data on a whole range of issues, which in turn
is not used much either), <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">• <!--[endif]--><i>rewarding the mediocre</i> (as is common, officers 'attach'
certain teachers for their administrative chores, thus relieving them from
teaching; and of course everyone knows that the way 'up' the system hierarchy
is not mainly through good work...)</span></div>
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<div style="text-align: left;">
<span style="font-family: Georgia, 'Times New Roman', serif; font-size: large; text-indent: -36pt;">• </span><i style="font-family: Georgia, 'Times New Roman', serif; font-size: x-large; text-indent: -36pt;">demonizing and harassing the committed</i><span style="font-family: Georgia, 'Times New Roman', serif; font-size: large; text-indent: -36pt;"> (anyone who works sincerely is
usually called 'mad' by others; those who stand up for children and community
are often hounded, as can be seen by the number of allegations that they face)</span></div>
</div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-layout-grid-align: none; mso-list: l3 level1 lfo4; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">• <!--[endif]--><i>creating designs that ensure perpetuation
of marginalization</i> (e.g.
expecting children to attend school every single day no matter how poor, deprived or ill they are; or using only 'state'
language instead of mother-tongue) - and many other such 'devices'. <o:p></o:p></span></div>
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<br />
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Supplementing all this is, of course, the common strategy of <i>deliberate discrimination </i>in the actual teaching learning process, something far too well-known for it to be elaborated upon...</span><br />
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">In many ways,
such strategies are used in the larger community and society as well, to ensure
that that those who have been put in their place, remain in that place. As I
was recently reminded by a Facebook comment, ‘If everyone gets educated who will
till the fields and who will pick up your trash?’ As anyone above the age of 20
will recall, when mobile phones became cheap, many of the then chatterati were
dismayed that ‘even plumbers, vegetable sellers and maids now have mobile
phones’. And as can be seen in the middle class response to the admission of children
from economically weaker sections in private schools under the RTE (‘they will
spoil our children’s education’) – the word ‘system’ should perhaps include the
larger society and its network of exploitative relationships in which everyone
is complicit.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><b>Thinking
ahead</b><o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">You already
know all this very well, of course, and in repeating it here the intention is
not to imply that nothing can be done or to mount a raving critique of how bad
things are. Instead, in the interest of children, especially those from
marginalized backgrounds, this is an appeal to recognize that the 'system'
has far more powerful strategies than those seeking to do 'good' are able
to put into practice - and the results are visible everywhere.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Should we stop
using the five strategies mentioned earlier? No, but it <i>would</i> be better to take
a longer, deeper view than we tend to take at present. Perhaps we need to
stop underestimating the difficulty of the task and take into account
that it is not the system's incompetence at making things better but its
competence in keeping things the way they are that needs to be addressed.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">What this calls
for is a better understanding of the situation, of our own unwitting involvement
in perpetuating it – and far, far smarter strategies. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<!--EndFragment--><br /></div>
Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.com1tag:blogger.com,1999:blog-20169268.post-21295963771920977952013-06-23T18:58:00.002+05:302013-06-23T18:59:01.907+05:30So exactly what IS CCE, and what it is NOT!<div dir="ltr" style="text-align: left;" trbidi="on">
Take a look at the video <a href="http://www.youtube.com/watch?v=Y7OSwt_YkxA&feature=player_embedded">here</a>. Do let me have your comments.</div>
Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.com5tag:blogger.com,1999:blog-20169268.post-79138635702393168292013-06-23T18:57:00.000+05:302013-06-23T18:57:13.795+05:30Why do we need the system to change? And what kind of change?<div dir="ltr" style="text-align: left;" trbidi="on">
Take a look at the video <a href="http://www.youtube.com/watch?v=ohFNf2hi66w&feature=player_embedded">here.</a></div>
Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.com1tag:blogger.com,1999:blog-20169268.post-55937096521138430852013-06-23T18:52:00.000+05:302013-06-23T18:53:30.050+05:30So what exactly IS the role of a teacher?<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="http://www.youtube.com/watch?v=pCH-sTlJNpU&feature=player_embedded">In simple, straightforward terms, what IS the role of the teacher?</a> Here's a video explaining this.</div>
Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.com2tag:blogger.com,1999:blog-20169268.post-32989253081568172302013-04-21T19:23:00.002+05:302013-04-21T21:17:47.993+05:30Unexpected and Unintended – Consequences of Curriculum and Material Development Processes<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: Georgia, Times New Roman, serif;">The following piece was difficult to write since it appears
to make a tall claim. All I can say is that it is based on events that actually
took place, and is true.</span></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">What started in
Nagaland…<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">It was in the fourth workshop in Nagaland, in 2000, that
participants stopped me and said they had something to share. All the education
stuff they were learning was certainly very useful but what they valued far more
was this: People from all the 16 tribes of the state were present in one room
and, for the first time, they said, were not fighting! The process had somehow
led all of them to feel like a family and they cherished this even more than
the curriculum that was emerging from it.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">How did this happen, I wondered. It was not being attempted
(and in fact there was not even the awareness that something like this was
required in the first place). So what went right? A little probing led to the
realization that not being aware of who was from which tribe or occupied what
social / professional position, the facilitation process could not distinguish
between participants – no one was treated as being more ‘important’ or
‘different’. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">A second feature was that much of the process revolved
around generating a <i>common </i>set of
experiences such as activities, school observations, classroom trialling, and
intensive group discussions around key questions that had a larger canvas while
also affecting state-specific decisions and implementation. The opportunity to
evolve a common vision, agree upon the aims and objectives around which the
curriculum would be built and developing consensus around the practical means
to be adopted – all this led to ‘feeling like a family.’<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Could this effect - that had happened ‘by mistake’ - actually be
<i>deliberately</i> implemented? That is,
could disparate groups who believed they had conflicting interests be brought
together to ‘feel like a family’ through a consciously implemented version of
this process? <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">It was not long before an opportunity to test this presented
itself – in Afghanistan.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">…Continued in
Afghanistan<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">‘My brother from India,’ said a fearsome-looking senior
member of the National Resource Group in Kabul, part of the Teacher Empowerment
Programme, in 2003-04. It was the first effort to implement a country-wide
in-service teacher training programme after the war. ‘My brother from India, do you know that we have in our group some people who are bandits! And we have
to develop training with them!’ <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Before I could respond, another equally fierce gentleman
thumped his desk, stood up and bellowed, ‘Our professor from India, when we
were fighting the Russians in the mountains, some people were sitting in luxury
in the USA!’ No one else seemed discomfited by this except me. How do you work
with a group where members seemed intent on settling long-standing personal
scores through you?<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Once again it was really useful not to know who was exactly
what. During the security briefing, I had been given a small chart depicting
the various factions that had been at war with each other and now comprised the
post-war nation. I had carefully put the chart away without looking at it. And
had then thought about the kind of questions would work with this gathering of
conflicting factions.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Therefore, as in many other places, the first question the
participants got to work on was: ‘What games did you play as a child? And can
you name at least 40 of them?’ In just a few moments the mood in the group had
changed dramatically. People were gesturing, doing actions of the games they
were describing, prodding each other to remember the names of the games they
could recall, smiling more and more as their childhood seeped up and
transported them into another time when they didn’t have this animosity. From
then on, over the next several months, the process continued, with the fearsome
gentlemen becoming less and less ferocious till they were actually good
friends, and contributed greatly to the outcomes. Along with them, whatever
factions that might have been there within the group also shed such reservations as they might have had about the ‘others’. By the end, in fact, it
really was difficult to make out the groups that might have been there earlier….<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">And in a very
different setting<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Could there be a more difficult situation than Afghanistan?
Actually, there could. During the thick of the LTTE-Sri Lankan Army war, I
found myself in a workshop for writers, about half of whom were Tamil with the
other half being Sinhala. Tamil writers arrived late to the venue, </span><span style="font-family: Georgia, 'Times New Roman', serif; font-size: large;">a few hours away from Colombo, </span><span style="font-family: Georgia, 'Times New Roman', serif; font-size: large;">as they had been held up
again and again along the way by police and other security authorities – on the
ground that they were Tamils moving around. One of the writers had just learnt that his
brother had been arrested by the Sri Lankan police, on suspicion. Tamil and Sinhala
writers were clearly unwilling to mix; in fact, there were many who did not
know the other group’s language or English. It was the sensitivity displayed by
the organizers and all others present that enabled the workshop to be held at
all. However, a sense of awkwardness and whispered conversations pervaded the atmosphere
and made it difficult to start.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Working through interpreters, one for each language, the
challenge was to have a group that achieved some degree of comfort with each
other and would relax sufficiently to enable a creative process to flow.
Listening to lectures from the facilitator, however wonderful, was unlikely to
achieve this. In this case the strategy of not knowing who was who was
obviously not going to work… <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">What did work, however, was the use of ‘idea triggers’,
which are ways to get people to think of things they otherwise would not. For
example, take two completely unrelated words (such as ‘rocket’ and ‘goat’) and see
if you can make a long and interesting sentence (at least 10 words long) that
contains <i>both</i> the words. (Try this
out a few times with the same two words and see what happens). Or, take an
ordinary object – such as a spoon – and think of a place where it will usually
never be found (e.g. on a branch high up on a tree) – and think of how it got
there, what happened afterwards – and you will soon begin to get a story in
your head.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">As these ‘triggers’ began to be used, the ‘writer’ in the
participants began to come to the fore. They bounced ideas off each other,
laughing at the ridiculous and funny juxtapositions that were cropping up, teasing them into ideas for stories, applauding each others' creativity and slowly
forgetting that that they were two peoples affected by being on the opposite sides of an ongoing war…<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<!--EndFragment--></div>
Subir Shuklahttp://www.blogger.com/profile/00626956264345611311noreply@blogger.com3