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New Delhi: Lengthy college closures because of the pandemic have undone years of gradual features in studying ranges amongst India’s school-age college students, with a significant schooling report launched on Wednesday reporting elementary reading and maths expertise similar to pre-2012 ranges. Nearly 43% of sophistication V college students examined by schooling non-profit Pratham Education Foundation […]

How covid hit basic reading and maths skills-Business Journal

The Annual Status of Education Report (ASER, West Bengal), a collaborative effort of the Pratham Education Foundation and the Liver Foundation, stated that 27.7 per cent children in Class 3 could read Class 2-level texts, compared to 36.6 per cent in 2018 and 32.9 per cent in 2014.

COVID-19 severely hampered reading, counting abilities of children in Bengal: Survey

India needs a realistic model of education to raise employment-Business Journal
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Over the years, we have observed in India a visible increase in the number of children enrolled in schools. But at the same time, learning levels haven’t grown. Pratham’s Annual Status of Education Report (ASER) 2021 shows (bit.ly/3Jj3HLZ) that a higher number of older children (ages 15-16) are in school now, with 67.4% students enrolled in government schools (compared to 57.4% in 2018). In the coming years, it is likely that we will see an even larger number of youth graduating with high school certificates and degrees. These youth are more likely to aspire for jobs in government or the private sector, with hardly anyone interested in agriculture or labour-based work. Yet, if we observe employment trends in India, over 80% of all workers are hired by the informal economy. Put two and two together, and it becomes painfully apparent that most youth are unable to fulfil the aspirations they had outlined for themselves. Take for instance the youth trained by Pratham Education Foundation’s skilling centres. In 2015, over 85% of the youth enrolled had dropped out of the school system before grade 12. In 2021, however, less than 35% of the enrolled trainees were drop-outs, while the rest had completed grade 12 education. The eligibility criteria, content, courses and sectors have essentially remained the same over the last six years. Yet we can see that more ‘qualified’ youth are choosing to pursue a pathway designed for ‘drop-outs’. These youth who typically come from low-income families do not have the luxury of investing in higher education and advanced learning, given the opportunity cost. In such a situation, the idea that you can be connected from your village to a training centre and then to the workforce in less than 6 months is a more desirable alternative. There is a back-story which needs to be highlighted here. Despite the higher rate of graduation from schools, most youth do not possess the skills expected of them by prospective employers. Much of this can be attributed to an emphasis on exams and the lack of focus on learning outcomes (bit.ly/3yVHK0M). Trainees who join Pratham centres have spent 3-7 years unsuccessfully looking for jobs after graduation (their median age of enrolment is 24-25), with limited guidance and awareness about opportunities. For years, these youth were conditioned to believe that working as an electrician or a housekeeping attendant is not admirable and they turned to vocational centres only as a last resort. The unfortunate reality is that there are millions in India who choose to stay unemployed instead of pursuing a vocation-based job. We need to shift from a ‘one-size-fits-all’ approach to one that is tailored to match local realities. The jobs of today are not the ones that existed two decades ago. Most professional degrees are designed to employ a minority within urban locations and require significant investment in academic education. Those who don’t pass the filters must settle for jobs which they believe are ‘below’ their qualification level, resulting in a vicious cycle of disgruntled employment. For more evidence of this, turn to the rapidly growing gig worker economy, where we see scores of young people with college degrees signing up to work as delivery partners, cab drivers and doorstep service providers. We have been typecasting different types of jobs without accounting for their availability and accessibility. Rather than building a false narrative, we need to recognize the real jobs that the country has to offer. From policy to practice, the next advocacy mission should be for dignity of labour. The National Education Policy’s call for introduction of vocational training into the education system offers the opportunity to address an information asymmetry which is painfully visible in communities. If you walk into any rural high school, you will find students who say they wish to become doctors. But most of these students struggle with academics and are unlikely to clear the required exams. However, what they’re not aware of is that their journey into the medical sector doesn’t have to end. By spending 2-3 months in a vocational training centre, they would be able to work in the sector as a general duty assistant or a home nurse, with limited financial investment. We need a system that enables teachers to counsel students on the value of various vocations without undermining these in favour of ‘advanced’ higher education. Vocational training was originally designed to help those who fell behind in the education race. But it’s difficult to build a future by thinking you’re where you are because you fell behind. The system is forcing youth to play catch-up in a game they’re going to lose anyway because the larger battle they confront is the dichotomy between meeting short-term income needs and keeping their long-term aspirations alive. The goal should be a level playing field that allows a match of aspirations and abilities, without discrimination of learners based on income levels, marginalization or socioeconomic limitations. If we are to assure young people dignity of labour, then as we enter this next phase of post-pandemic education, we need a model that directly serves the workforce without undermining the value of any type of work. Annette Francis is director for skilling, entrepreneurship and livelihoods at Pratham Education Foundation
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India needs a realistic model of education to raise employment-Business Journal

Highest education accolade, Yidan Prize, for Pratham CEO Rukmini Banerji- Business Journal
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Rukmini Banerji, CEO of Pratham Education Foundation, has been awarded the world’s highest education accolade, the 2021 Yidan Prize for Education Development, for her work in improving learning outcomes. Among Banerji’s pioneering work, along with Pratham’s team, is the Annual Status of Education Report (ASER) assessment approach that revealed literacy and numeracy gaps among children who have already spent several years at school. To close these gaps, Banerji’s teams’ ‘Teaching at the Right Level’ (TaRL) programme works with schools and local communities to provide basic reading and arithmetic skills, ensuring no child is left behind, with the replicable model now reaching millions of children annually across India and spreading around the globe. Commenting on her work during a panel discussion at the Yidan Prize Summit, Banerji reiterated the data that showed how while almost all children began at the same level of reading and arithmetic abilities in India, by third grade 70 per cent were left behind. Talking about Banerji’s Yidan Prize and her work at Pratham, 2019 Nobel laureate economist Abhijit Banerjee described her as “both an academic and an activist”. “She made us understand conceptually how education has failed and helped us develop methods to deal with it,” he said. Fellow panelist, 2019 Nobel laureate and economist Esther Duflo asserted that Rukmini had not only turned the problem of education on its head by focusing on firstly getting children into schools and then adding learning well as the end of Pratham’s means. “ Pratham is not an NGO as much as a movement,” said Duflo. Dear Reader,
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Highest education accolade, Yidan Prize, for Pratham CEO Rukmini Banerji- Business Journal

Dubai Cares is a philanthropic organization working to improve children's access to quality primary education in developing countries.

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Speaking on the partnership with Pratham Education Foundation , Tariq Al Gurg , Chief Executive Officer of Dubai Cares said : `` Our partnership with Pratham Education Foundation will ensure quality education for children attending schools in India and will facilitate high levels of literacy and numeracy skills .

Dubai Cares partners with Pratham to enhance literacy and numeracy skills in India -

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Pratham Education Foundation is a non-governmental organization working to provide quality education to the underprivileged children of India. Its Hybrid Learning Program empowers students to use self-driven, tablet-based curricula to learn outside of the classroom. Students ranging from grade 5 to 8 self-organize into groups of five. Two groups share a tablet, and children in each group decide together what content they'd like to learn. Along with learning science, English and math, students also learn how to work collaboratively with their peers and foster their curiosity.

Name	Work History	Title	Status
Madhav Chavan		Founder, President	Current
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