Banerji is with Pratham Education Foundation.
Rukmini Banerji writes: There are academic strategies to be developed and modified to face current teaching-learning challenges.
The New Education Policy 2020 stressed the need to give foundational skills high priority. Now, as never before, this is the urgent need of the hour, for young children and for all age groups in the elementary stage.
As schools across India prepare to reopen for young children after the pandemic year, students, teachers, and the government face a set of unique challenges. What are the key questions before them, and what action plans and strategies need to be finalised in the coming weeks?
Once schools are properly open and attendance has stabilised, the government must take on a focussed 100-day programme when at least in primary schools, we put aside grade-wise curriculum and focus entirely on re-building foundational skills.
What has the prolonged absence from school meant for children? A look at how learning loss happens, how it’s different this time, and what is the way forward when schools do reopen.
Anyone looking closely at the status of young children in India will agree with the draft NEP statement that early childhood education has the potential to be the “greatest and most powerful equaliser”.
Over two decades, we have together learned how hard work on the ground and rigorous research can help to evolve solid solutions to one of the big problems facing primary education in India today.
Competencies and achievements of young people will need to be aligned with expectations
Young people between the ages of 14 and 18 are getting left out. Building their capabilities poses educational and skilling challenges.
Grouping children by learning level rather than age or grade could be a solution for poor outcomes.
Why isnt increased spending on education translating into better outcomes for children?
Business as usual wont deliver the promise of the right to education