From Shirking To Working

One of the defining features of the government offices we visit is the number of people who seem to be comfortably sitting around doing nothing. Literally – nothing. You might find a chair occupier arrive, put away his lunch-box, arrange his things, have a drink of water and then sit down on his chair, make himself comfortable and then – simply sit there, look unseeingly in front. The more social / active among this population might move around talking with ‘friends’. The scholarly ones might unfurl a newspaper and go through it, all the while putting away files and documents absent-mindedly.

However, it would be really unfair to blame those in government service, for the desire to sit around and do nothing, especially if one is paid for it, may be found in almost as many places as you can imagine. The common view that ‘the moment a person becomes permanent he stops working’ does have plenty of reason to be so common! Those paid to do any work, if they do any work, often appear to be doing it under duress or at least clearly wishing they did not have to be doing it. So great is the aversion to actually working that it is common to hear people praise jobs where ‘pay is good but work is not hard.’

So why exactly is not working seen as better than working? Why would one deprive oneself of the satisfaction of becoming good at something, of being successful (and useful), of achieving results or a reputation? I think the reason is that these are precisely the things that most people in such positions can’t hope for. That is why for them, doing nothing is perhaps a better option.

Maybe a whole sociological / psychological / some-other-cal inquiry is needed to find out the underlying causes of this massive phenomenon. My amateurish take is that these people are in jobs that do not require them to think, take initiative or be responsible in any serious way. Their role is merely to follow instructions or – more commonly – pass on those instructions. Their chance of ever getting credit – is zero. Because there are no standards as to what it means to be ‘good’ in their work, they can never be appreciated or recognized or gain a real reputation.

So how do they respond? We know the answer…

The question for us: Is there any way in which shirkers can become workers? It might be simplistic but if we want to convert shirkers into workers we have to create conditions for success, where doing nothing is definitely worse than not working because it so clearly deprives you of so much that is so much more valuable! We need to think on the following:

•        Clarify where professional decisions must be taken by each ‘level’ of person
•        Identify standards of doing any task/job ‘well’ – so that it becomes possible for people to take pride in doing something well
•        Instead of relationships based on instructions, how about developing partnerships? 

This naturally seems idealistic, but one great thing is that this is one of those efforts that can begin at the top. Which means that instead of mobilizing masses, we need to convince a relatively smaller number of people. Once they do implement any of this, the results would speak for themselves.

PS:

The reason for my optimism? I’ve seen this work in far too many places to feel it can’t be done!

Anna's is NOT a movement for change

Let's imagine for a moment that corruption vanishes - no one takes bribes any more. Which of the following do you think would now happen as a result?

• Dalits will not face discrimination anywhere; people will stop believing in caste and elections will be around issues, not social groups. Unborn girls will not be killed, dowry will go, sexual harassment will vanish, the notion of 'minority' will not need to be discussed, equality and equity will be established.
• People will start working harder, with greater commitment, be much more innovative, and therefore the economy will shoot up. Private enterprise will no more be required to shore up government efforts.
• We will stop exploiting environmental resources in a dangerous manner, all power and energy related problems will be solved, petrol will become cheaper, our sources of water will not be polluted any more and global warming will come to a halt (at least in India).
• All children will start attending school and learning well; teachers will transform into good teachers, all government schools will become great schools, and India's learning standards will be among the highest in the world. In sports too we will emerge as a world power.
• Inflation will not affect us any more, the price of food and other essentials will come down, no matter what happens elsewhere in the world.
• Health and nutrition levels will go up greatly, diseases of the poor (water-borne ones or those caused by malnutrition, for instance) will be vanquished.
• Poor governance will vanish - in the absence of bribes, officials will become competent, start taking good decisions, stop representing power groups, start listening to people and actually working for their betterment.

I hope you were able to tick off quite a few!

Oscar Wild said: 'Stupidity is the only sin.' And in that sense, Anna&Co are great sinners. Unfortunately, those who continue to believe they're helping destroy the roots of our problems and bringing about real change - are even more so.

Three Reasons Why The Use Of I.T. In Schools Is NOT Leading to Improved Learning

Recent reports from different parts of the world show that computer / IT supported learning programmes are not yielding the learning improvements expected. 

So why is this happening?

After looking at a fair number of IT-based programmes, software, and reports from different sources, this appears to be because something critical is being ignored: that improved learning requires both improved relationships and processes, and a clearer focus on outcomes considered worthwhile. Let me explain this a little. 

1. IT Use Doesn't Seek to Impact Relationships 

Relationships among the key stakeholders - teachers, students, parents / community, school heads, supervisors and administrators, and academic support personnel - cannot be bypassed; without improving them, it is difficult to see learning outcomes improve. Living in the hope that IT usage will make a difference here, is to be unrealistic. For relationships to flourish, apart from changing the teacher's role (and several other aspects), activities that require real group thinking would make a difference. At present the IT material has not paid sufficient attention here, though it is uniquely placed to do so, especially in gaming software. 

In addition, of course, several governance changes are required (e.g. in how school 'inspection' takes place) as well as in management of learning (through better preparation for teaching, classroom organization and use of assessment). Again, a misplaced emphasis on IT will not see changes here.

2. IT Use Could - But Doesn't - Sufficiently Impact Processes:

Some parts of the curriculum require face time between teachers and students, and among students themselves. Some parts are better handled through IT - I believe such an analysis of curriculum has not been done, resulting in everything being dumped on to IT, much of which it is not really in a position to support. (Khan Academy does try to increase the face time by 'reversing' the class, but it still does not do this analysis sufficiently and could benefit from it).

3. IT Use Doesn't Always Focus On The Outcomes It Should

The tendency is to focus mainly on a limited number of scholastic outcomes. In fact, even within the subjects themselves, higher order learning objectives are often ignored, or under-represented. Believe it or not, this affects the learning of other aspects as well! E.g. children who have the opportunity to make creative use of language end up being better in grammar and spelling than children who get an overdose of grammar and spelling. A great deal of IT material is geared to towards getting children to answer tests / exams rather than help in real, long-term learning.

But other than the subjects, larger curricular goals - such as cooperation, respect for diversity, development of a scientific outlook and an ecological perspective, developing a questioning mind, democratic values - hardly figure in much of the IT based material / activities. Implying that it is, at best, supporting some parts of subject-oriented learning rather than  education as such.

So is all this emphasis on 'modern technology' wrong and misguided? No, not necessarily wrong, but our expectations are certainly misplaced. In our desire to find the one single magic solution we have ignored the many other actions that need to be taken before learning improves. Perhaps focusing on IT seems easier and more exciting than than the hard work that the other stuff requires.

At any rate, IT is clearly not the silver bullet that many desperately believe it to be. It needs to be treated as just one more tool to be used, rather than as a solution for problems that it can't solve. And even as a tool, it needs to be used much better than is the case at present. 

What Do We Actually 'Celebrate' In Our Schools?

'So, you're 'celebrating' again.'

'Yes, it's Independence Day tomorrow.'

'Oh, so another round of ritualistic speeches?'

'What do you mean, ritualistic speeches?'

'You know what I mean. The same old 'important' people will be called. They will be welcomed, garlanded and they will walk around, feeling even more self-important.'

'You're being very unkind, you know.'

'But close to the truth, isn't it?'

'I'm not sure if this is really ritualistic…'

'No, it is what follows afterwards…. The same formal atmosphere will be created. Children will sit in neat rows and told not to talk too much. The LIP (or your Local Important Person) will be praised, invited to give us the benefit of his wisdom, children will be asked to shush, and then the LIP will give the same speech as every year – you are the future of the country… freedom is very important.. our great leaders were so very great… you must work hard… you must try to like the great people of the past… And all this while instead of experiencing freedom on Independence Day of India, children will be sitting bored, stiff, not allowed tomove around or talk or express themselves….'

'You're being really harsh!''

'OK, tell me, didn't you hear the same speeches when you were a child?'

'Ye-es.'

'Did you really enjoy those celebrations? Were they a celebration for you?'

'Actually, to be honest, no, not really.'

'Aren't you surprised that the same speeches are being made even now?'

'Yeah, now that you mention it…'

'And shouldn't children be more like the leaders of tomorrow rather than the leaders of long past. After all, every kid is not going to experience walking 17 kilometres to school!'

'Hmm… something to think about, there. And come to think of it, why was every great man's school 17 kilometres away?'

'See, it's getting you too!  And when it comes to – no, no, better not to say that.'

'Well you can tell me... I'm not going to shout at you!'

'I know you won't. But I don't want you to feel depressed either.'

'Come on, I can handle it. Tell me what you were going to say.'

'Well, if you insist. The thing is, children attend all these functions year after year, experience the same thing over and over again. And what do they learn? They learn that they don't matter. Their job is to listen. Their role is to be passive, not think for themselves. And look at you – you were a child who once found these functions boring but you are organizing exactly the same kind of function again! Independence Day isn't quite an experience in Independence, isn't it? My thesis is that these National Day type of 'celebrations' only teach us to be slaves, to accept that we have no freedom to be different or better, to allow ourselves to be defined by the limited vision of those limited adults who were similarly made limited by the experience they went through as children themselves…. Hey, you're suddenly very silent now. This is not look good… come on, say something.'

'What do I say? I'm feeling so…'

'So… what?'

'So depressed!'

-------------------------------------------------

What do you think about the other 'celebrations' we have in our schools? Is the birthday of a child celebrated 'more' or differently or better than that of other children whose families are considered to be less important or not influential?

What are the festivals celebrated in schools? Whose festivals are left out? Many communities / religious groups never see their festivals even discussed in school? What do they feel about it? And what do they 'learn' from this?

On Sports Day, do most children have the scope to participate and gain something? Or is only the 'victory' of a  few celebrated again and again? And what do the rest learn from this?

And on Results Day, whose achievements stand out? And what does everyone learn from this? (Maybe CCE will make a difference here?)

Perhaps all these celebrations, in the end, make us realise that their isn't much about us that is worth celebrating. When I was younger I would have said that this happens even though the intention is quite different. But now, a little more battered and older, I think the intention was always this – to make you realise that only a few can be 'important' persons worth celebrating, not you.

-------------------------------------------------

So what should we celebrate in our schools?

For starters, children and learning. Simply the presence of every child is worth celebrating (rather than 'Oh God, another one!'). And how to celebrate? By smiling, by welcoming, by genuinely talking with the child, giving space to her questions, by looking for ways to ensure she is comfortable, involved and engaged in an actual learning.

Children will ask unexpected questions, offer different points of view, find innovative ways of doing things, or help each other… celebrate this. Point out what they have done which is so good, and why it is so.

There will be times when those who usually 'fall behind' will make an effort, come up with something of their own (of course, only if you ensure they have the opportunity to do so). Celebrate their efforts, point out their good parts, and indicate what else they can do that will earn them similar 'celebration'.

If you find a fellow teacher, a staff member, a parent, an SMC member who is doing something successfully and contributing to children and the school, that's worth celebrating.

And on Independence Day? Start a few days before. Discuss with children what Independence Day means to us. Ask them how they think it should be celebrated. Come up with ideas that puts the children in the front, not adults or LIPs. Maybe they make drawings and posters related to freedom. Maybe they hold a debate on what freedom means and whether we really are a free people. Maybe they decide not to do a 'function' in the  school at all and instead spend time with children who are unable to be in school because they are not really free…And maybe they will learn something very different from such 'celebrations' than we did.

GETTING THE ‘RIGHT’ BOOKS INTO CHILDREN’S HANDS

Here's the text of a presentation I made at a seminar in the New Delhi World Book Fair on 27th February 2012.

GETTING THE ‘RIGHT’ BOOKS INTO CHILDREN’S HANDS

What kind of books do children need? And what do we do to enable such books to be selected and included in the school libraries being introduced under RTE across the country?

I. What kind of books do children need?

The five questions that must be answered in ‘yes’ in order to qualify them as being ‘right’ for children.

1. Is it child oriented?

·         Does it see from the child’s point of view?

·         Does it take as its core what will be interesting / fun / engaging for children?

·         Does it see children as having some intelligence and experience of their own, or as empty pots to be ‘filled’ or as passive beings to be ‘moulded’?

·         Is it preachy or does it help children come to their own understanding, their own conclusions?

2. Is it age appropriate?

·         In terms of subject matter, use of fantasy/imagination, treatment of the subject, references made to the child’s life and way of seeing, understanding what is difficult for a child at this age (and making it easy), use of language / vocabulary / structure of narrative or presentation, modes of communication used (e.g. text to picture ratio), designing, fonts, etc.?

3. Is it true to the genre and its requirements?

·         If it is a story does it have a real conflict driving the plot?

·         Does a poem have the kind of word play and imagery that children can relate with as well as take forward?

·         Does non-fiction use entry points that draw children in, and relate with children’s day-to-day experiences while helping them understand something that lies beyond their environment?

4. Can it be re-visited?

·         Does it have the emotional appeal that draws children to go through it again and again?

·         Can they find new things in it, whether in the visuals or in the text?

·         Can they do things with it differently, over different times?

·         Are there ‘openings’ in it that children can fill in differently at different times?

5. Does it take the child beyond what she can usually pick up in textbooks or regular TV shows?

·         A book is a take-off point where the action continues in the child’s mind. It can be inexpensive, easy to carry around and use….

·         And it should enable exploration, sharing, further imagination…

6. Finally, is the overall package localizable?

Children who are deprived of such books are deprived. Period.

In fact, the absence of such materials reflects the true poverty of India…Do our children, everyday, spend hours engaging with such material?

And what do we do so that this happens?

II. Getting the right books into children’s hands

All children will come across textbooks… we need to influence these, but that is another story…

Under the RTE, libraries are being established in each of the 13.5 lakh+ government schools. You already know how books get selected, and why the ‘wrong’ books are so prevalent ‘out there’.

What do we do?

Some suggestions:

1. Establish standards and disseminate them

·         Agree on a reasonably clear set of criteria of what kind of books are desirable in our context. (The context bit is critical!)

·         Convert this into the kind of language that a lay person can understand (accompanied by a set of objectively chosen exemplars to illustrate these if needed).

·         Ensure that you actually develop and publish such material at an affordable price.

·         Organize widespread dissemination of this set of criteria (or standards). In the media there are talk shows, columns, TV programmes on topics such as fashion (what your child should wear), the latest gadgets, preparing your children for admissions or examinations – but not on what your child should be reading. We are at fault, and we deserve what we face…

·         Use the weekend supplements of newspapers to showcase good material, actually give exemplars.

·         Have regular reviews brought out (like the film reviews that give ratings on a 5 star systems!) – while spelling out why something is rated well.

2. Develop and disseminate procurement guidelines

·         Develop what you think should be model guidelines for procurement of good children’s books. Make the process of developing these guidelines itself a participatory and transparent one, involve government representatives.

·         Once you have such guidelines available, ask the ministries / departments to consider using them, make them available in the internet, and in the hands of decision-makers who are required to use such guidelines.

·         Identify good practices (related to large-scale book procurement) and disseminate them. Institute a system of objectively recognizing good governance with regard to procurement and use of books and libraries. Have a credible system of doing this (if our process is in doubt, once again, we would deserve what we get!).

3. Reach out to parents

·         Take the parent and SMCs into confidence. Have a communication strategy wherein they learn about the importance of god books and also realize that it is their children’s right to get them under the RTE. A large-scale parental education programme is called for.

·         This is one area where a large number of NGOs could also contribute.

4. Provide exposure where required

·         Organize a buyers’ book fair specifically for state officials from across the country or at least make better use of the existing book fairs. Maybe you can convince NBT/MHRD to support the organization of a business / buyers’ fair’ of this kind.

May the best books be bought and reach children’s hands!

An emerging mystery in education reform

Over the last two decades, the number of professionals / resource persons / researchers / academics has dramatically grown in two areas related to educational improvement / reform -- planning and evaluation -- but not so much in the part that comes in between: IMPLEMENTATION! We have more and more data on learning outcomes, provisioning or the lack of it, 'non-performance' of personnel, expenditure incurred and the like, but comparatively very little on, say, emotional incentives that help teachers change, or practices that enable diversity to become a resource rather than constraint, or ways in which debilitating hierarchies and lack of equity can be addressed in large scale, or how systems learn to be more responsive...

In particular, the ability to evaluate children's learning as well as programme 'outcomes' has seen the greatest degree of rigour and academic/professional depth. Suddenly, there is a large number of agencies undertaking research, assessment and evaluation, and 'data' related activities such as monitoring / tracking. And we have people who have studied in places such as Harvard / Cambridge etc. evaluating the work of those who went to somewhat less distinguished schools/universities, studied courses that didn't really prepare them to design or execute brilliant programmes.... And who, of course, are not really able to get teachers to be more committed or display innovation or even basic professional capabilities. Interestingly though, the various studies / data bases + analyses by the highly qualified minds come up with results that their less qualified counterparts can quite accurately predict beforehand!

So why are the highly qualified academics/professionals so involved with evaluation and planning rather than actually getting things done? I believe because it is EASIER - easier to point out what is going wrong than actually make it better, easier to give 'recommendations' than nitty-gritty details that might lead to improvement (and which you can learn only if you really dirty your hands and undergo the deep frustration that teaches you what works or doesn't).

Perhaps all this is doing a disservice - certainly more and more people in the system are coming to believe that whatever they do is not going to work, and will probably not stand up to the 'scrutiny' of these 'intelligent and knowledgeable' people. There is also a tendency to focus on what will 'please the researchers' - hence some states devalue all-round education to emphasize only reading and writing and numeracy; or are forever 'piloting' aspects that should be well-known after so many decades and therefore diverting energy from larger systemic reform that is required post-RTE. Looks like the law of unintended consequences is beginning to operate...

[At a later date I hope to write a more 'researched' and 'data/evidence-backed' piece elaborating on this - in the meantime, comments really welcome!]

We have to leave the teacher in the classroom, isn't it?

Parimal Patel, a CRC coordinator from Gujarat, faced the following difficulty. To which there are no easy answers, but here's an attempt. Feel free to add your views!

Parimal Patel

Two days ago, I had a discussion in my cluster to make school history and to make school bio-data (which was made by me for my school by spending extra time in the school). Teachers liked  my idea but said that that in which time they would make it? They have had a lot of work since June. I'm asking this question because this is only one example – but there are so many policy-makers and the worker is only one. If we want quality we have to leave teacher in the classroom, isn't it? Please think about it – this is a more difficult question in primary education than any other.

Subir's response

Parimal (and many other friends struggling with the same problem) - you are right that the worker is one and policy makers are many, and all of them are trying to get the worker to do something or the other! So what can be done? Here are a few points for you all to consider:

• The curriculum development process is one very important way to create a framework and common understanding so that the different decision-makers and policy-makers can think in a coordinated way. In the next few months this will be shared across the state and a process to coordinate accordingly will start. In the beginning, though, you can expect a lot of struggle, since everyone will not agree on what the SRG has developed! Be prepared for different ideas all trying to occupy the same place. 

• When we work in the field, we do have to keep in mind specific actions. At the same time, don't worry if the teacher does not do what you are asking for - AS LONG AS HE/SHE IS WORKING TOWARDS THE SAME OBJECTIVE. The problem arises when the objectives themselves are different (as will happen this year in the Gunotsav). 

• The need to leave the teacher to work in the classroom is really important. We have opposite views about what is happening: some claim the teacher has got too many non-teaching tasks, and some say that the teacher is simply not spending the time in the class. Which view is the correct one? I think both are. People like me will keep on working with policy makers to ensure that non-teaching tasks are reduced, and other colleagues at field level will have to keep on working to ensure that teachers do spend the time available in the classroom. 

• I like the idea of the school bio-data. Maybe it does not have to be done in one go. How about putting up a chart or board, and letting teachers, children, even community members add things to it when they have the time. Then, perhaps after a month, in the morning assembly this can be shared (it is not necessary to keep doing the same things in morning assembly every day!). Different classes could be given the tasks in different subjects, related to the school bio-data (in language - do the writing work; in maths - make maps, tables with data; in social studies - trace the history; in drawing - make pictures of different aspects of the school, etc.). So making it a project, spreading it over time, and connecting it with ongoing processes might help. This has to do with how we imagine different things being done. 

• Finally, pl also read the post on 'How Teachers Change', and also 'How Teachers Learn' in my blog.

Your response?

Five Ideas for Teachers' Day

Teachers' Day is round the corner. Once again, we'll have the same old speeches, boring comments and everyone showing so-called 'respect' for teachers for one day - then it will all be forgotten till the next year comes around again! 

For those of us who feel we need to go beyond the usual platitudes, here are a few straightforward suggestions. As always, your responses and further suggestions would be very welcome indeed!

1. Prepare a 'Teacher Strength Chart'

On a chart, put a photo of the teacher (could even be children's drawing) and write down 5 things that you like about the teacher or 5 good qualities the teacher has. (Every teacher has these, just that some of them may not know they have them.) Who should do this? Students / SMC or parents / CRCC or fellow teachers. Keep the chart up for as long as you want.

2. Invite the teachers' families and honour them

Host a function where teachers' parents / spouses / children are invited and honour them along with the teacher. Why? Firstly because if a teacher teaches well, gives a lot of time, and lives up to professional standards, the family has to support the teacher and sometimes even make sacrifices. On the other hand if a teacher doesn't live up to professional standards, the family will... you get the picture! The SMC or the CRCC would obviously have to take the lead in organizing this, with students' help.

3. A special 'sports' session for teachers

Teachers have to be so responsible that they sometimes forget what it is to be a teacher. So how about something that helps them recall the time when they themselves were young. So you could organise a kabaddi or cricket match for teachers, or even races. Other possibilities include a Talent Show (whether teachers get to display their skills such as singing or mimicry) or even a picnic. Once again, the SMC with the students' help and the CRCC's support can easily organize this.

4. Stock the school library with books bought especially for teachers

Ask the teachers what they would like to read - and buy as many of those books for your school library as the budget permits. The CRCC would need to take active lead in this, with guidance from BRC and DIETs/

5. Launch a year-long 'Search for Greatness'

This is a difficult idea, so read carefully! Every teacher and every school can improve and reach a level far better than what it is today. In honour of teachers on Teachers' Day, the SMC and students as well as the CRCC can get together, promise their support and work out how they will improve the school in the year ahead. Together they will discuss what it means for their school to be 'great' (and will not focus on infrastructure but learning processes), identify concrete steps to attain this greatness (see suggestions separately in my blog), and work out a phased implementation plan (see ADEPTS). Teachers will naturally be part of this discussion.

You can build on the School Development Plan and dedicate the effort to teachers (of course, they too would take active part in implementing the plan). Inform the teachers that the successes will be because of them, and shortcomings because they would not have got enough support from us (that is our Teachers' Day gift to teachers). So this would be a year long effort to show our respect to teachers while also working with them to bring about actual improvement. Neat, no?

With some days to go, you can still plan and implement some of these ideas. In the meantime, let me have more suggestions please!

Why Corruption Is An Easy Issue To Raise

It's interesting to observe why the issue of 'corruption' seems to attract attention. Right now, across the country (and the world), a huge majority of people are oppressed by the accepted notion that it is OK for some to be considered 'above' others. That is why it is OK for some of 'us' 

• to go to high fee private schools (we have 'earned' it), 
• to sit in AC coaches in the train (we paid for it after all, never mind that the others' capacity to pay for the same is hampered by systemic and systematic obstacles), 
• to feel that we belong to 'big' or 'important' families... 

Such societal hierarchies have a far greater impact and preserve disadvantage.

Isn't it corruption too to believe that one belongs to a 'better' or 'purer' religion / caste / class / background / family than others. Yet Anna and co don't raise issues of social fracture (conveniently forgetting that Gandhi spent far more of his life on these issues, and regarded true independence as one from social oppression too). It's worth thinking on why the issue of corruption really suits the middle class - it's so neutral and harmless, and avoids the really frightening ones. It's also something where you can blame 'others' without feeling that you are part of the problem...

As an educator, therefore, if I had to teach children any value, it would not be an ordinary thing like 'do not be corrupt' but the more difficult concept of 'though you are unique and deserve the best, do not think you are more important than others or have a birthright to more than they do'.

What does 'taking pride in being an Indian' mean?

Anyone working on curriculum or materials or education in general, ends up wanting children to take pride in being an Indian. But what does 'taking pride in being an Indian' mean? Though the idea of 'taking pride' can be questioned, here are some things a person 'proud of being an Indian' would do / not do (not in any particular order):

• celebrate the uniqueness and successes of those who are 'different' from us - whether belonging to different religion, ethnicity, language, region, profession...
• not spit out in the open anywhere (surprised? well, this is a leading cause of diseases like TB still being active and killing people)
• stop complaining about what is wrong (hoping someone else will do something about it) and start taking small steps to make things better, and also urging others to do the same (there's power in numbers!)
• not restrict their sense of identity to a state or a region or a sub-set of India...
• taking the responsibility of being at one's best (whether in health, or talent or work or socializing) so that one can ADD to what is already good in India 
• taking responsibility of keeping one's immediate surroundings at the best we can (in terms of things being well-organized and clean/hygienic as well as in an 'ecological' sense) 
• not simply keep harping on the 'golden days' of India's past but be aware of what we are at present... and hence 
• not be afraid to face what is really wrong, accept it and work to changing it (e.g. recognize the 'ugly Indian' who jumps lines, is rude and selfish, flouts rules and grins when he gets away with it. Or, of course, the bigger issues of poverty, security, discrimination...)

So what does it mean for you, to be a 'proud Indian'?


And once we've sorted it out, how should it reflect in our curriculum, materials, textbooks and classroom processes?

How would YOU implement the RTE?

Here's an exchange that started in Facebook.
If YOU were in charge of implementing RTE in a district / block, exactly WHAT would you do? Could I have step by step suggestions please. That's because all of us have by now said all that is wrong with RTE implementation, but this is not equal to knowing what to do. I come across many district and block functionaries who are seriously looking for suggestions (they also welcome critique, but find that it doesn't help them decide what to do - at best they only see they're doing something wrong).

It would be a great contribution. I promise I'll share the suggestions with at least 10 'serious' functionaries who have asked for support and will try to impact 300 to 3000 schools each. As they start implementing, we'll create a facebook page where they can record their progress and impact. But could we have specific suggestions please, maybe even a framework or a detailed note?

One response I received was from Anjela Taneja:
Gave this some thought overnight. Basically, one immediate suggestion is to put this question onto a website (read you blog atleast) so you can get a larger pool of responses. Personally, I added the question onto the RTE India page I moderate as well. However, a more user friendly interface of responding would help instead of trying to type everything on FB. In response to the actual question, I see two sets of responses- universal recommendations (only a few), but a lot of questions related to specific geographies. The solutions need to emerge from the local problems, so it would help to know where the functionaries in question are actually stuck and atleast what states one is talking about.

In response, here are some details.
As for geographies... Specific ones include: the block of Fatehpur, near Kanpur; the training coordinator of Bareilly; an informal govt school teachers' collective (who want things to impove) in Varanasi; in terms of states, Bihar and Gujarat to start with.

Some of the comments received:

Naaz Khair
Where there is a will there is a way! Government is running the central schools par excellence. If it wants it can change things for its other set of schools as well. The RTE Act itself is very explicit in terms of who is supposed to do what i.e. the duties that need to be performed so that educational rights of children are upheld. The RTE Act almost reads like a program and contains step by step measures to taken at different levels to ensure its implementation. This forum, along-side raising its voice whenever RTE violations took place, has also been proposing possible solutions. It is more than time now for the people in the system to make decisions given the resources in hand.

Janmejoy Patel
Yes, it is basically a question of how serious the govts are regarding implementation of RTE. Do they have required amount of political will or commitment? Are they willing to allocate adequate funds & invest in education? Once these factors are settled, there is no private school good enough to rival our schools in quality. But will the politicos do so on their own? No hope since none of them has any stake involved. Unless forced to.

Anjela Taneja there are two levels of issues here- what should be done to improve the policy and practice, and another is what can a government official do immediately within the constraints of the system

Subir Shukla
‎@Janmejoy If you take a look at the amounts released, you will find that the country as a whole is not really able to use more than 70% of the funds made available... 

     There's a need to understand the nature of social 'filters' involved. Things such as buildings, textbooks - concrete things that can be touched, inaugurated or 'released' and credit taken for - tend to get done. But a child's right to learn is a lot more than that, and needs a new set of relationships and processes in order to be attained. It's common to have 'disco bhajans' (i.e. allowing a western 'pollution' of a cultural aspect) but more difficult to implement the notion that a child does not need to be beaten in order to learn (in fact, while teachers are responsible, many parents also insist that their children be kept in discipline through corporal punishment; similarly, look at the response to CCE...). It's like trying to ban spitting or dowry (for which a law exists...). 

     Similarly, the notion that you do not need to memorize or be given explanation - instead you should learn through activity, exploration and projects (which is what the RTE provides for) - is not the easiest to implement even for those who are seriously trying, including in the NGO sector, including in the organizations that are seen as the 'teerth sthal' of education. Another crisis - and this is a professional, considered opinion of a curriculum/textbook/materials developer after closely examining materials from all over the country for 20 years - is that the NGO 'products' in terms of curricula / materials / pedagogy / teacher development are also fairly weak when it comes to the kind of quality desired, the constructivism to be implemented, the kind of equity-oriented and diversity based classroom that is now needed. Indeed the textbooks of several states would rate much higher. 

     @Naaz, steps about how to make 'special training' or create a differential classroom which must necessarily result, are not really spelt out in RTE documents. (This is just an example, and there are several more such aspects, esp about how to help those in the system realize that post-RTE, it is THEY who are the 'beneficiaries' and children / parents / community are the REASON for the system to exist.) 

     I'm afraid the real import of many of the RTE provisions have not really been understood and a whole lot of "why aren't you doing your job" kind of comments are being passed around. While these will help in situations such as getting children admitted, other aspects such as getting discrimination (subtle and overt) to reduce, community to be empowered, teachers to be enabled to create vibrant and equity-oriented classrooms, in 1500000+ schools, (including private schools), are something else altogether. 'Protesting' or 'raising' voice may curb something negative, but doesn't necessarily make something positive (e.g. teaching better) happen. I've written about 'preventive power' vs 'generative power' elsewhere in this blog.

     The perspective changes when you're someone who has to actually deliver the RTE, and I haven't found much in the various fora that is dramatically helpful, or not known or not being tried out. A lot of the suggestions are very vague (ideas such as 'involve the community', 'empower the teacher' are outcomes of steps, which themselves are not always spelt out, or examples given of a very preliminary level..). Many of the issues (such as teacher attendance and accountability) are larger governance issues and need a larger strategy, some of which is indeed being thought about at different levels. I still believe that people thinking and working on these issues have a great deal to contribute - both within the government set up and outside. Hence my request for the kind of engagement that foregrounds concrete actions.

Now, waiting for YOUR responses!

What's your favourite advice to facilitators/trainers of teachers?

Over the years, you've taken part in workshops, training programmes, meeting, on-site coaching - either as participant or as facilitator or trainer. Maybe you have even trained trainers or prepared them in different ways. So what's your favourite advice to anyone involved with training and facilitation? 


Let us know in the comments section below!

How Do We Measure Change?

We repeatedly find ourselves saying that working on improving education implies change. That is because the very core of education – in terms of key relationships, processes and the critical outcomes desired – itself is expected to undergo a transformation. Some of the biggest differences expected are in terms of

• undoing the existing hierarchy,
• increasing accountability,
• evolving the role of the key stakeholders such as children and community from passive to active,
• in fact even a reversal of the notion of the 'beneficiary' (especially after the RTE, children and the community are the reasons why the education system exists; and teachers, educational officers and others in the system are the beneficiaries in that they get their salaries because children have a right to education)
• preparing children for life rather than just for examinations.

Thus it is not just a case of revision in components such as curriculum or textbooks or training or assessment but bringing about much deeper changes that will then manifest themselves in the different components. Change, therefore, in the underpinnings or the foundations themselves, implies major shift in emphasis, ways of working, the means used, the technical and human / social capabilities required, and a myriad other things. All this adds up to one word: change.

Much has been said on the issue of what this change is and the different ways of bringing it about (and more will appear too). But the one unresolved question confronting us is: how will we know if real change is actually happening, and to what extent? Is there any way in which we can capture / describe and 'measure' such deep change? As of now, the question really has us stumped. Any suggestions? 

The Myths of Tests - Or Going Around In a Circle

Sometimes, it's plain amazing to see the kind of debates taking place around the world. Here's a piece dealing with something we've often ranted against, the 'standardized tests'. Some of the phrases and terminology will seem remarkably familiar to readers here.

http://www.drdouggreen.com/wp-content/Myths-of-Tests.pdf

A great deal of this discussion took place in India when the MLLs were formulated, with behaviorism coming under attack. The new National Curriculum Framework 2005 is as 'anti-behavioral' as it can be. And the Right to Education Act mandates Continuous Comprehensive Evaluation rather than standardized testing. Board exams too have been pushed beyond Grade 10. Nevertheless, the pressure to use learning achievement data as a proxy for assessing the quality of the education system remains high (this is what Pratham's ASER implements every year). This summary, by practitioners as well as academics / researchers, captures some of the myths associated with testing.

PS: I'm NOT trying to promote sales of this book!

Do's And Don'ts for the Head Teacher

In your view, what are the three things a head teacher should NOT do?


And what are the three things she SHOULD do?


Your comments are awaited! Please enter in the comments section below. Later, I'll bring out a summary of comments received.


(As you can guess, an in-serve training programme for head teachers is under development, and your contribution will be both acknowledged and appreciated!)