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Haftungsausschluss : Die Verdolmetschung der Debatten soll die Kommunikation erleichtern, sie stellt jedoch keine authentische Aufzeichnung der Debatten dar. Authentisch sind nur die Originalfassungen der Reden bzw. ihre überprüften schriftlichen Übersetzungen.
Quelle : © Europäische Union, 2020 - EP

L’avocat et militant des droits de l’Homme, Me Mustapha Bouchachi a décliné, l’invitation du chef de l’État de participer au débat autour de la révision constitutionnelle. Dans une lettre datée du 5 juillet 2020, rendue public hier mercredi sur sa page Facebook, l’avocat a commencé par remercier le chef de l’État pour son invitation à participer […]

L’article Bouchachi décline l’invitation de participer au débat de la révision de la constitution est apparu en premier sur .

A girl in Bhubaneswar slums, India checks her e-learning assignments on a computer tablet. Courtesy: John Marshall/Aveti Learning

By Doug Johnson and Suvojit Chattopadhyay
Sep 10 2020 (IPS)

The National Education Policy 2020 (NEP) lays out a compelling, ambitious agenda for education reform in India. Yet, as others have noted, without concerted action the NEP’s promise will remain unfulfilled.

The new policy is a wide-ranging document and therefore priority-setting is key. To realise the NEP’s vision, the centre should prioritise certain critical elements of the policy: expanding access to early childhood care and education (ECCE), raising foundational literacy and numeracy in primary school, and creating a regular, national sample-based survey of learning outcomes.

An overarching point we also make is that as education is a concurrent subject, the centre should provide guidance and funding but leave details to the states.

In this article, we provide recommendations that can not only help governments prioritise, but also work together to tackle one of India’s most urgent priorities—helping its people realise their full potential.

 

Prioritise

Taking on too many recommendations could overload teachers, headmasters, and officials at a time when they have their hands full. Instead, the government should start with the most pressing and urgent objectives: expanding ECCE and raising foundational literacy.

Research shows that teacher qualifications and improved school infrastructure on their own have relatively little effect on student learning outcomes. By contrast, additional contract workers, who are more accountable to their supervisors and may deviate from the official curriculum, can have huge effects

A large body of research shows that improvements in early childhood education and primary school pay off far more, in terms of later life outcomes than improvements in secondary school or higher education. In addition, as the NEP itself points out, reforms to secondary school and higher education rest on getting these fundamentals right first.

According to the Annual Status of Education Report (ASER), in 2018, nearly half of all rural students in Grade 5 couldn’t read a Grade 2 text and two thirds couldn’t perform simple division.

There is little point in having all students complete secondary school (as the NEP recommends) if many of them cannot even read a basic text. Further, hasty changes to secondary school or higher education would only make current secondary school students more stressed.

The government should also prioritise assessing learning outcomes as a means to measure the efficacy of its education system. Measuring progress on ECCE and foundational learning will require high-quality data.

The ASER survey, cited above, is an invaluable data source but is only available for rural areas. The central government’s National Achievement Survey (NAS) covers urban areas but does not include private school students and, as recent research by one of the authors and Andres Parrado shows, is likely inaccurate.

The NEP recommends implementing census-based exams (tests administered on every child in school) in Grades 3, 5, and 8. If implemented well, these exams may be a great source of data. But because they are administratively cumbersome to implement, it may be several years before data from these exams can be fully trusted.

To fill the gap, the central government should implement a sample-based survey—where a random sample of students is selected—of learning outcomes which includes urban areas and private school students. In implementing this survey, the central government should learn from the experience of the NAS to ensure that the data is of sufficiently high quality to track progress at the state level.

 

Use evidence to guide decision-making

Whatever its faults, the NEP cannot be criticised for lack of ideas. The document is full of detailed guidance on everything from book clubs to classroom activities. As a source of inspiration, this level of detail is admirable but as policy guidance, it is overbearing.

State governments need to develop detailed implementation plans customised to the nature of gaps in their respective education systems, the resources available to them, and considering the latest knowledge and evidence in the sector.

In addition, many of the NEP’s detailed recommendations go against existing evidence. The NEP recommends a pupil-teacher ratio (PTR) of under 30:1. And in order to increase access to ECCE and improve foundational learning, it recommends hiring more teachers in primary schools, introducing a new cadre of ECCE teachers with rigorous qualifications, and investing in infrastructure in anganwadis and primary schools. Yet official figures show that in most states, the majority of government primary schools comply with these PTR guidelines already.

While in a few states such as Bihar, Jharkhand, and Uttar Pradesh, a substantial share of government primary schools do not comply with PTR guidelines, the problem, for the most part, is one of teacher assignment rather than the overall number of teachers.

For example, the overall PTR in Jharkhand government primary schools is 25, which is better than the recommended guidelines. Yet 50 percent of Jharkhand’s primary schools do not comply with the PTR guideline. This tells us that we need to ensure a more even distribution of teachers across schools.

Research also shows that teacher qualifications and improved school infrastructure on their own have relatively little effect on student learning outcomes. By contrast, additional contract workers, who are more accountable to their supervisors and may deviate from the official curriculum, can have huge effects.

Pratham’s Read India program, which relies on relatively low-paid staff who undergo only a short training, has been shown to dramatically increase foundational literacy in a short timeframe. Similarly, a government programme in Tamil Nadu in which anganwadis were provided with an additional assistant who received only a short training resulted in large increases in both learning and nutrition.

Similarly, to implement the sample-based survey, the central government should seek outside help rather than do it on its own. For the past 15 years, the ASER Centre has collected regular, accurate data on basic literacy and numeracy on a shoestring budget.

In addition to the ASER Centre, organisations such as the Centre for Science of Student Learning and Educational Initiatives have deep experience in developing and carrying out student assessments. By contrast, the government’s own effort to collect learning outcomes data has been marred by errors. One of the authors of the article, along with Andres Parrado, recently showed how the 2017 NAS data contains little information on actual student learning.

We compared NAS to a variety of other datasets including ASER, India Human Development Survey (IHDS) learning outcomes data, and Reserve Bank of India (RBI) data on state income and find little correlation between NAS state rankings and rankings based on these other datasets.

The fact that the NEP provides little guidance on assessments—only stating that NAS will continue until the National Assessment Centre is established—is worrying, particularly because assessment is an area where the centre ought to provide detailed guidance.

 

Turn crisis into opportunity

Bold experiments are the need of the hour to improve learning outcomes in India. In the past, efforts to improve foundational learning were often hampered by the requirement that teachers complete an over-ambitious curriculum which leaves most kids behind.

With so many students way behind the official curriculum, attempt to ‘catch up’ is nearly impossible. And since the NEP has recommended fundamental changes to board exams, the fear that deviating from the curriculum will leave students ill-prepared for the boards is muted.

States should seize this opportunity by suspending the requirement that teachers complete the official curriculum, and take bold steps to refocus teaching on foundational learning. One such step could be to integrate Pratham’s tried and tested ‘teaching at the right level’ approach into the syllabus.

We see NEP 2020 as a policy document that has several laudable goals. And while it has generated some political heat, much of the document is ambitious and forward-looking. However, to go beyond nice-sounding policy prescriptions and achieve tangible gains on the ground, it will require the centre and states to work together.

 

Doug Johnson is an independent researcher based in Bangkok, Thailand.

Suvojit Chattopadhyay works on issues of governance and development in East Africa and South Asia.

This story was originally published by India Development Review (IDR)

The post Getting the Basics Right – India’s National Education Policy 2020 appeared first on Inter Press Service.

Les éléments du commissariat de Godomey ont mis en déroute deux (02) présumés braqueurs. Pris la main dans le sac lorsqu'ils dépouillaient une personne de ses biens aux environs de 21h30 à Togbin ce mercredi 9 septembre, les malfrats ont ouvert le feu avec une arme de fabrication artisanale. La riposte des forces de sécurité n'a pas tardée. L'un des bandits est atteint mais a réussi à s'enfuir. Tomegnon Boris alias Agbome Somonya n'a pas eu la même chance que son complice. Il est abattu dans les échanges de tirs. Ce dernier est un repris de justice connu des services de la police pour avoir commis de nombreux braquages.

M. M.

Les sapeurs-pompiers ont repêché, mardi, un corps en putréfaction d'un puits de 61 mètres de profondeur à Djègba dans la commune de Zè. Le corps sorti du puits sans margelle est celui d'un cultivateur de 36 ans nommé Francis. Sa famille l'avait perdu de vue, il y a environ deux semaines.

M. M.

L'Institut CERCO ne fait plus partie des établissements d'enseignement supérieur autorisés au Burkina-Faso. Dans une lettre adressée à son fondateur, le ministère de l'enseignement supérieur, de la recherche scientifique et de l'innovation a retiré l'agrément à l'Institut CERCO.
« (...) Depuis la rentrée académique 2019-2020, des manquements graves sont constatés dans votre institution portant atteinte aux textes qui régissent le fonctionnement des IPES compromettant ainsi la qualité de l'enseignement supérieur et préjudiciables à l'avenir des étudiants.››, indique la note du ministère de l'enseignement supérieur, de la recherche scientifique et de l'innovation du Burkina Faso.

M. M.

En plus des nombreuses mesures prises par le gouvernement du président Patrice Talon pour atténuer les effets socioéconomiques de la crise sanitaire du Coronavirus, une subvention dénommée Fonds-Covid-19 sera bientôt mis à la disposition des 77 communes du Bénin. Son objectif est de soutenir les populations qui ont subies les impacts néfastes de la crise sanitaire du Coronavirus.

Les ressources du Fonds-Covid-19 seront transférées par le mécanisme du Fonds d'Appui au Développement des Communes-Covid19 (Fadec Covid-19).
La mobilisation des ressources du Fonds-Covid-19 a été possible grâce à l'appui des partenaires techniques et financiers du Bénin.

Répartition du Fonds-Covid-19 par Commune

1- Cotonou : 159 359 214 FCFA
2- Abomey-Calavi : 154 895 075 FCFA
3- Allada : 50 683 653 FCFA
4- Kpomassè : 38 887 049 FCFA
5- Ouidah : 57 486 288 FCFA
6- Sô-Ava : 48 916 979 FCFA
7- Toffo 45 574 466 FCFA
8- Tori-Bossito : 36 913 494 FCFA
9- Zè : 46 624 570 FCFA
10- Banikoara : 74 145 600 FCFA
11- Gogounou : 48 715 049 FCFA
12- Kandi : 60 886 667 FCFA
13- Karimama : 38 632 033 FCFA
14- Malanville : 58 788 336 FCFA
15- Ségbana : 43 110 510 FCFA
16- Boukoumbé : 41 804 024 FCFA
17- Cobly : 38 878 173 FCFA
18- Kérou : 45 301 015 FCFA
19- Kouandé : 47 536 242 FCFA
20- Matéri : 48 012 817 FCFA
21- Natitngou : 46 019 463 FCFA
22- Pehunco : 40 969 847 FCFA
23- Tanguiéta : 40 319 164 FCFA
24- Toucountouna : 33 395 337 FCFA
25- Bembèrèkè : 51 421 219 FCFA
26- Kalalé : 58 835 788 FCFA
27- N'Dali : 47 943 004 FCFA
28- Nikki : 55 357 744 FCFA
30- Parakou : 75 899 814 FCFA
31- Pèrèrè : 41 121 593 FCFA
32- Sinendé : 43 621 224 FCFA
33- Tchaourou : 69 527 155 FCFA
34- Bantè : 46 677 143 FCFA
35- Dassa-Zoumé : 47 650 777 FCFA
36- Glazoué : 50 076 327 FCFA
37- Savalou : 54 040 676 FCFA
38- Savè : 42 735 326 FCFA
39- Aplahoué : 59 274 641 FCFA
40- Djakotomey : 51 967 607 FCFA
41- Dogbo : 45 864 473 FCFA
42- Klouékanmè : 50 897 361 FCFA
43- Lalo : 49 188 723 FCFA
44- Tovliklin : 43 017 994 FCFA
45 Bassila : 51 191 807 FCFA
46- Copargo : 39 535 341 FCFA
47- Djougou : 78 330 314 FCFA
48- Ouaké : 40 195 753 FCFA
49- Athiémé : 36 686 984 FCFA
50- Bopa : 44 529 482 FCFA
51- Comé : 41 318 914 FCFA
52- Grand-Popo : 36 914 177 FCFA
53- Houéyogbé : 45 635 232 FCFA
54- Lokossa : 46 239 828 FCFA
55- Adjarra : 44 754 626 FCFA
56- Adjohoun : 40 399 561 FCFA
57- Aguégués : 34 337 943 FCFA
58- Akpro-Missérété : 46 186 571 FCFA
59- Avrankou : 50 789 654 FCFA
60- Bonou : 34 295 915 FCFA
61- Dangbo : 44 557 817 FCFA
62- Porto-Novo : 77 642 249 FCFA
63- Sèmè-Podji : 69 440 955 FCFA
64- Adja-Ouèrè : 48 470 617 FCFA
65- Ifangni : 47 424 438 FCFA
66 Kétou : 56 563 692 FCFA
67- Pobè : 49 927 995 FCFA
68- Sakété : 48 038 421 FCFA
69- Abomey : 43 738 148 FCFA
70- Agbangnizoun : 39 852 831 FCFA
71- Bohicon : 59 407 098 FCFA
72- Covè : 35 655 315 FCFA
73- Djidja : 49 901 196 FCFA
74- Ouinhi : 37 257 953 FCFA
75- Zagnanado : 36 406 706 FCFA
76- Za-Kpota : 51 729 149 FCFA
77- Zogbodomey : 43 869 924 FCFA

AMI - Le conseil des ministres s'est réuni mercredi, au palais présidentiel. Au sortir de la rencontre, le ministre de l’Enseignement Supérieur,...

MEPs and representatives of institutions, governments and NGOs will gather on 14-17 September to debate the challenges the pandemic poses to democratic systems.

Source : © European Union, 2020 - EP

MEPs and representatives of institutions, governments and NGOs will gather on 14-17 September to debate the challenges the pandemic poses to democratic systems.

Source : © European Union, 2020 - EP

MEPs and representatives of institutions, governments and NGOs will gather on 14-17 September to debate the challenges the pandemic poses to democratic systems.

Source : © European Union, 2020 - EP

MEPs and representatives of institutions, governments and NGOs will gather on 14-17 September to debate the challenges the pandemic poses to democratic systems.

Source : © European Union, 2020 - EP

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Une jeune Algérienne, étudiante à l’Université du Québec a été primée à l’international pour sa contribution concernant un nouveau système de sécurité informatique. Dans un communiqué rendu public hier, mercredi 9 septembre, l’Université du Québec, au Canada, a annoncé que la jeune Linda Aliane, une étudiante Algérienne à l’université canadienne, a conçu un nouveau modèle […]

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Centraal Israëlitisch Consistorie van België e.a.
Agriculture
L’avocat général Hogan propose à la Cour de déclarer que la législation flamande interdisant l’abattage d’animaux sans étourdissement, y compris pour les méthodes particulières d’abattage prescrites par des rites religieux, n’est pas autorisée par le droit de l’Union

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Mezőgazdaság
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