The lack of a comprehensive approach will exacerbate the report on educational inequality

The National Coalition on the Education Emergency (NCEE) has released a new study offering several suggestions to help reopen schools when 250 million children in India are returning to school due to severe learning disabilities after 18 months of absence. .

According to a new report from the National Coalition on the Education Emergency (NCEE), once they reopen, it may not be normal to “go back to school” and the lack of a comprehensive approach will deepen existing education inequality. The report – “A Future at Stake – Guidelines and Policy on Resumption and Renewal of Education” – was unveiled on Tuesday to create a set of recommendations to help reopen schools at a time when 250 million children in India are returning to school after 18 months. In the devastating learning loss.

Development economist Jean Dredge says the National Education Policy 2020 promises to simplify the curriculum and this is a good time to do so. “A lion’s share of India’s 250 million children who are now returning to school did not have access to regular contact or formal education with teachers during the epidemic, leaving the education crisis in an indefinite proportion.” Nevertheless, state governments are reopening schools as if nothing serious had happened, students have been promoted to two grades and general curriculum is being followed, often after a short remedial course to bring them up to grade level, ”the report said.

The report recommends focusing efforts on the recovery of education on language and mathematical skills and adopting a socio-psychological development approach. “This will allow students to progress across multiple subjects. This means adjusting the syllabus and schedule to allow ample time in these curricular areas,” it added.

The report also highlights the loss of the most basic language and math skills among the children of rural and urban poor, dalits, adivasis, minorities and migrant workers, resulting in millions of drop-outs. “We have done terrible things to our children,” said Shanta Sinha, a former head of the National Commission for the Protection of Child Rights.

“The entire education system has been inactive for 18 months. Online education has become a disaster. Children have lost the habit of reading and writing. Treating our children back to school as a business would be irreparable loss to them and to them.

According to Sajitha Bashir, a former global advisor to the World Bank and a member of the NCEE Corps, countries around the world are revising curricula and teaching methods so that children can re-engage with education, focus on core competencies and provide additional resources. And budgets, educational time, and efforts to help the underprivileged. The guidelines recommend a comprehensive approach covering regular coaching and mentoring of teachers; Provision of additional teaching materials for reorganized curriculum and drive to school admissions.

It also advises to cover health and nutrition for children; Regular and easy two-way communication with parents, school management committee members, teachers, local authorities and other primary stakeholders, as well as active management through the District Education Emergency Unit and additional funding.


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