Learning recovery program: Relevance
- GS 2: Issues relating to development and management of Social Sector/Services relating to Health, Education, Human Resources.
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Learning recovery program: Context
- Recently, Ministry of Education (MoE) has written to states and union territories with a learning recovery program to ensure a continuum of learning and mitigate the impact of the pandemic.
Learning recovery program: Key points
- A learning recovery plan (LRP) has been prepared that delineates the action to be undertaken by each stakeholder, indicative annual calendar of activities, existing interventions which can be utilised and additional support with funding as a one-time measure.
- In order to mitigate the impact of the pandemic, a multi-pronged and holistic approach need to be taken to ensure that children received suitable support.
Learning recovery plan
The states have been asked to include provisions like
- Budget provisions
- Financial support of Rs 500 per head for all students of upper primary and secondary levels,
- Rs 10,000 per head for 25 lakh teachers at the primary level for tablets, funds for ORF study,
- financial support of Rs 6.40 lakh non-recurring and Rs 2.40 lakh recurring cost including for tablets for ICT facility in each block resource centre (BRC) and
- Rs 1,000 per cluster resource centre (CRC) as mobility support as part of the learning recovery plan.
- Academic calender
- Identifying out-of-school children and drop-outs from each grade and locating them,
- Ensuring implementation of bridge courses and school readiness module for secondary classes,
- Clustering of schools with private schools, Kendriya Vidyalayas or Navodaya Vidyalayas for learning from each other,
- Creating a district-wise strategy for post-National Achievement Survey (NAS) interventions based on results.
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- Preparation and roll-out of customised training programmes for teachers,
- Ensuring delivery of textbooks and uniforms and tracking each child by preparing child registry at school level which is available till district level.
Why needed: A report by UNICEF
- While more than 90 per cent of the countries adopted digital and/or broadcast remote learning policies, only 60 per cent did so for pre-primary education.
- Policy measures taken by the governments to ensure learning continuity through broadcast or digital media allowed for potentially reaching 69 per cent of schoolchildren (at maximum) in pre-primary to secondary education globally.
- 31 per cent of schoolchildren worldwide (463 million) cannot be reached by the broadcast- and Internet-based remote learning policies either due to the lack of necessary technological assets at home, or because they were not targeted by the adopted policies.
- Online platforms were the most used means by the governments to deliver education while schools remain closed, with 83 per cent of countries using this method. However, this allowed for potentially reaching only about a quarter of schoolchildren worldwide.
- Television had the potential to reach the most students (62 per cent) globally.
- Only 16 per cent of schoolchildren could be reached by radio-based learning worldwide.
- Globally, 3 out of 4 students who cannot be reached by the remote learning policies come from rural areas and/or belong to the poorest households.
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