Author: Noticias

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Leer en voz alta, herramienta para el fomento de la lectura

Noticias

Por: http://eldiariodelaeducacion.com/ 09-05-2018

Mejora el desarrollo del lenguaje, la formación de imágenes mentales, la capacidad expresiva, la comprensión de las palabras. Pero también, y fundamentalmente, actúa en aspectos emocionales relacionados con los libros.

Daniel Pennac ya lo decía en su libro Como una novela. Describía muchos momentos en los que la lectura en voz alta, sobre todo con adolescentes, se convertía en un ritual que podían desarrollar las familias, para aumentar su interés por la lectura, por los libros.

Desde el sistema educativo, también desde las familias, se enseña a las criaturas a leer, y cuando han adquirido los rudimentos más básicos de esta difícil tarea, se les deja a su suerte. Ya no se les lee en voz alta porque ya saben leer. La lectura pasa de ser algo que se comparte en grupo, en familia, en un entorno cálido, a convertirse, en exclusiva, en algo privado.

Pero siempre hay excepciones. Son muchas las asociaciones y grupos de personas las que dedican esfuerzos a la lectura en voz alta.

Una de estas entidades está en Granada y se llama Entrelibros. Es una asociación presidida por Juan Mata, en colaboración con Andrea Villarrubia, la vicepresidenta. Contactamos con los dos vía correo para hablar de la importancia de la lectura en voz alta.

“La lectura en voz alta en los primeros años de vida tiene consecuencias emocionales y cognitivas de extraordinaria importancia”, aseguran. En primer lugar, es el primer acercamiento que tienen niñas y niños a los libros, a través de sus familias, cuando les leen cuentos. También en las escuelas infantiles. Esto hace que las criaturas entiendan “ la lectura como una demostración de cariño y protección”.

“Pero, continúan, además de los aspectos emocionales, de los momentos de intimidad y afecto que se crean entre quienes leen y escuchan, la lectura en voz alta también tiene que ver con aspectos cognitivos, como el desarrollo del lenguaje, la formación de imágenes mentales, la capacidad expresiva, la comprensión de las palabras…”.

La lectura en voz alta, en cualquier caso, no solo tiene importantes consecuencias en los primeros años de vida; también más adelante. Aunque diferentes, claro.

No es cosa de niños

¿La lectura en voz alta es cosa de niños, de niñas? “En absoluto”. Aunque es clave en la primera infancia. “ Los beneficios son extensibles a otras edades. ¿Por qué privar a adolescentes, jóvenes o mayores del placer de escuchar un poema o un relato leído por un amigo, una madre, un profesor, una escritora? Todos hemos conocido ese placer y deseamos repetirlo”.

Desde su punto de vista, con toda la carga de la experiencia, aseguran que, además de poder facilitar el acercamiento a la lectura con una perpectiva más “cariñosa”, más amable, esta lectura en voz alta puede significar la diferencia entre entender un texto o no hacerlo. “Cuántas veces hemos visto que un poema, por ejemplo, adquiría de pronto sentido al escucharlo en boca de alguien, mientras que al leerlo en silencio apenas había sido comprendido”. “Y eso sin olvidar los rasgos emocionales que conlleva esa actividad”, insisten.

Con estos mimbres, claro, consideran que la lectura en voz alta es una herramienta importantísima en el fomento de la lectura en general. “A nuestro juicio es uno de los medios más eficaces, si no el que más, para estimular el deseo de leer. La voz de una lectora o un lector expertos presentando un libro, bien sea en las aulas, en los hogares o en las bibliotecas, despierta el deseo de leerlo. Los libros se hacen así atractivos y comprensibles. Es un modo además de darles un significado emocional”.

Además, sirve no solo para aquellas personas a las que les gusta leer, como forma de engancharse a algún libro en concreto. “La lectura en voz alta es inclusiva y puede contribuir a que quienes rechazan rotundamente la lectura participen en una experiencia lectora. No hay por qué excluir a los no lectores de los valores de la literatura, de modo que la lectura en voz alta de un texto puede ayudarles a sentirse implicados”.

Según las estadísticas a partir de los 15 años es cuando se vive la mayor deserción de lectoras y lectores. Hasta el punto que en la edad adulta la mitad de la población no abre un libro nunca. Una buena estrategia, precisamente, para reducir este desenganche bien podría pasar por la lectura en voz alta con chicas y chicas en estas edades.

“Contrariamente a lo que se suele pensar, también los adolescentes se sienten interesados por esa forma de relacionarse con los libros. La voz de un adulto puede ser la mejor manera de introducirlos en el mundo de la escritura literaria o filosófica”, aseguran estos dos expertos en el fomento de la lectura.

¿Y cómo elige uno los títulos? “Lo hacemos en función del grupo con el que vayamos a leer. Cada edad requiere un tipo diferente de libros. Por fortuna, hay libros o textos que pueden ser leídos a cualquier edad. Por ejemplo, los cuentos populares, los mitos clásicos o muchos álbumes ilustrados. Pero, en general, los libros que escogemos tienen en cuenta las características del grupo: edad, circunstancias, entorno, objetivo…”.

Además de la propia lectura, desde Entrelibros se fomenta la charla posterior, sobre lo leído.

¿Y después?

Y esta lectura en alto no debe quedarse en eso solo. Tanto para Juan como para Andrea, los momentos posteriores son muy relevantes.

“Para nosotros son tan valiosos como la lectura en sí misma. Nos parece que la potencial conversación que los textos pueden generar tiene una gran significación”. Más si se piensa que realizan su labor en centros educativos, pero también en bibliotecas o en centros penitenciarios u hospitales.

“Los libros hacen hablar y nosotros procuramos que las emociones, los pensamientos, los recuerdos o los deseos fluyan con naturalidad. Por eso la cuidamos tanto. Nos parece fundamental prestar atención a las respuestas que los oyentes puedan dar al texto escuchado”.

Algo similar a lo que se hace, por ejemplo, desde el proyecto de comunidades de aprendizaje y sus tertulias literarias dialógicas. Cada persona lee en su casa un fragmento de una obra clave de la literatura y, después, en la tertulia, cada una pon en común qué ha sentido, qué le ha parecido o recordado el texto en cuestión. En una conversación en la que nadie ha de llevar la razón, simplemente se habla de las realidades personales de cada cual.

“Nos parece más relevante hablar a partir del libro que hablar del libro mismo”, aseguran Juan y Andrea sobre las conversaciones que se desarrollan tras la lectura.

Y en este sentido, es importante la figura de la persona que lee en alto. ¿Alguna característica concreta? “Una lectora o un lector con sensibilidad sabe que la lectura en voz alta es un modo de relacionarse afectivamente con otras personas, sean niños, adolescentes o ancianos, y que por lo tanto tienen que mostrarse atentos, afables, cuidadosos, receptivos, comprometidos… A partir de un libro pueden aflorar mundos íntimos por lo que se requiere una gran delicadeza para que todos se sientan confiados y comprendidos”.

Así que ya saben, no dejen de leer a otras personas en voz alta, sea cual sea la edad que tenga. Y, por supuesto, busquen a alguien que les lea en alto a ustedes también.

Fotografía: Alejandra García / Entrelibros.

*Fuente: http://eldiariodelaeducacion.com/blog/2018/04/24/leer-en-voz-alta-herramienta-para-el-fomento-de-la-lectura/

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España: Cientos de personas reclaman en Pamplona la reversión de los recortes en educación

Noticias

Por: eitb.eus/09-05-2018

Asimismo, buscan lograr un pacto para mejorar la calidad educativa y una ley de financiación de la escuela pública.

arios cientos de personas han participado este sábado enPamplona en la manifestación convocada por los nueve sindicatos representados en la mesa sectorial de Educación en Navarra para revertir los recortes, lograr un pacto para mejorar la calidad educativa y una ley de financiación de la escuela pública.

Tras una pancarta con el lema «Kalitateko eskola publikoaren alde. No a los recortes/pacto ya» la marcha ha recorrido el centro de Pamplona convocada por LAB, STEILAS, ELA, AFAPNA, CCOO, UGT, ANPE, CSI-F y APS, al grito de diferentes lemas que reclamaban «Más financiación para educación», «Más millones para sustituciones» o «Menos maderos y más lapiceros», y advertían de que «En la docencia se acaba la paciencia».

En declaraciones a los periodistas al inicio del acto, en nombre de los convocantes, Alberto Goikoa (LAB) ha enmarcado la movilización de hoy en las reclamaciones que llevan haciendo en una Mesa de trabajo desde hace más de un año «reclamando la reversión de los recortes, y la recuperación de unos elementos referenciales que nos den pie a poder trabajar en pro de una enseñanza de calidad».

Como puntos esenciales, ha recordado reivindicaciones como la disminución de las ratios profesor/alumnos, la bajada de las horas lectivas, o la inmediatez en las sustituciones.

Además de todo esto, ha pedido «aportación de medios económicos» para poner en marcha medios estructurales que evidencien «una enseñanza de calidad desde una base medianamente normalizada y adecuada».

*Fuente: http://www.eitb.eus/es/noticias/economia/detalle/5572371/cientos-personas-piden-pamplona-reversion-recortes-docentes/

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EEUU: Lessons learned from the Arizona teachers strike

Noticias

Por: peoplesworld.org/08-05-2018

The weeklong strike by Arizona teachers ended in a pretty handsome victory for teachers and supporters.  They won a 19 percent salary increase over three years which is quite something for hard working teachers grown accustomed to tiny raises, if any, that never kept up with the cost of living.

Yet some are criticizing the educators for ending the strike before winning every one of their demands. They are not understanding how important was the victory that the teachers and their allies actually did win.

To understand the magnitude of the victory it’s important to look at what educators are up against.  You may have noticed that when teachers strike, which isn’t often, they usually walk out in the fall when classes begin.  First days of school in the fall get more attention, when teachers, students, and staff are knuckling down for the school year.  Teachers’ unions have had time to prepare for job actions over the summer and everybody is more energetic.

This latest wave of teacher strikes, however, took place late in the school year precisely because it wasn’t a narrowly planned action.  Arizona teachers reacted spontaneously, inspired by teachers’ strikes in West Virginia, Oklahoma, and other states.  The main organizers formed a loose online organization called Arizona Educators United which grew like a prairie fire.  It was joined by the two teachers’ unions, parents, students, school boards, the labor movement, and the public at large.  It was a lesson about the need to be creative and always look for new ways to advance the struggle.

In Tucson on May Day,  thousands celebrated International Workers’ Day with a massive rally and march down to the State Building in solidarity with the striking educators.  With strong support from the Pima Area Labor Federation, teachers, and community supporters and all wearing red in solidarity it looked like a real May Day.  To many it was a lesson about the workers’ holiday, labor history and the importance of international solidarity.

The large concessions won by teachers and the promised infusion of more money into schools is a huge reversal from years of neglect and severe cuts in school funding.  The Arizona Republicans, who control the legislature and all statewide offices, haven’t merely cut and slashed education. They have been out to destroy public education.

Since public schools are such a basic part of American democratic tradition they couldn’t just abolish the schools outright without a public outcry.  Instead they have been weakening public education by supporting private school vouchers, and contracting out education through use of charter schools.  They figured if they damaged schools enough the public might eventually agree to replacing the schools with state subsidized private and charter schools.  Their main weapon has been large tax cuts to the rich, draining funds from education and that was another lesson learned.  When they ended the strike teachers began a petition campaign for a ballot initiative to tax the rich to fund future education.  Hundreds of thousands learned who the enemy of education is and where the funding must be found.

I worked for a decade in Arizona schools and was an active member of the American Federation of Teachers.  Our union local’s president was a Reagan Republican, and many of the school employees were quite conservative with no experience or knowledge of trade unionism.  In my school most were not union members.

The strike movement has changed that.  Now teachers have learned the importance of organization and unity, and the need to fight back if they want to save public education.  It was another lesson learned, one about the importance of allying with parents, students, and their communities for a broader front against the right wing.

Most importantly, Arizonans learned that small struggles by local unions for small concessions, while important, are not enough.  They learned that working people need to get political and take on the corporate class and their right-wing puppets in the streets, in the legislature and governor’s mansion. Yes, it’s important to win concessions, even small ones, but they will take them back unless we organize and strengthen our peoples’ coalitions.  It’s important to defeat the ultra-right in the November elections.  These struggles are where working people learn about class struggle and, hopefully, where they will eventually learn about the need to abolish capitalism once and for all.

So aside from winning some good economic concessions our teachers and the public also gained a class struggle education which, together with the new organizational forms, will strengthen us for the battles ahead. We have nothing to lose but our chains.

*Fuente: https://www.peoplesworld.org/article/lessons-learned-from-the-arizona-teachers-strike/

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Australia: Education reforms must address youth unemployment

Noticias

Por: portnews.com.au/09-05-2018

The Federal Government’s commitment to revamp the national education curriculum and accept the reform proposals put forward under Gonski 2.0 should be aimed at both international competitiveness and ensuring more young people have the skills and preparation necessary to continue their education or enter the workforce, according to the state’s peak business organisation, the NSW Business Chamber.

“Since the year 2000, across a range of measures, the performance of Australian schools has fallen against international benchmarks, and businesses are finding it even harder to fill vacant positions,” said Mid North Coast NSW Business Chamber Regional Manager, Kellon Beard.

“Our school system is failing too many young people and is a handbrake on the potential of our economy and business across a range of sectors. It’s clear the educational outcomes required from our school system are not being achieved and both our young people, and the economy, is suffering,” Mr Beard said.

In 2017, the NSW Business Chamber released its Old School/New School: Transforming school education for the 21 st century Report Developed in consultation with business and education leaders, teachers, parents and, importantly, students themselves.

Old School/New School called for a radical rethink of our approach to school education to properly prepare our kids for a satisfying career and life after school.

“The Chamber has highlighted the need for a school system that provides better support for teachers, more flexible models of learning and which provides a range of learning pathways including a greater focus on vocational education training.

“A lot of local business complain to me that school leavers do not have the soft skills that are required in the workplace and this is something that needs to be addressed” Mr Beard said.

“The Gonski 2.0 proposals to develop an independent national body to assess educational approaches, empowering teachers and principals with a greater ability to focus on individual student attainment and providing a more flexible senior curriculum with apprenticeships and work experience is the shake up our school system needs to deliver better outcomes,” Mr Beard said.

*Fuente: https://www.portnews.com.au/story/5388845/education-reforms-must-address-youth-unemployment/

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Uganda: Janet Museveni tells parents to prioritise education

Noticias

Por: http://observer.ug/09-05-2018

The first lady and minister of Education and Sports, Janet Museveni, is concerned that most parents are not actively involved in the education of their children, thus leading to poor performance.

Ms Museveni said while it the responsibility of government to provide education, parents have abandoned their responsibility of providing essential items such as lunch, scholastic materials and shoes for learners.

“Why are families failing to feed our children? Someone produces a child and they are unable to feed them, what does this mean? When I talk about this, I am not talking about only mothers but also the fathers,” Ms Museveni said.

 

She added that during her term as MP for Ruhaama County in Ntungamo, most children in the constituency walked bare feet to school.

“When I went to Ruhaama, I said, ‘I will not leave when its children have no shoes.’ I was shocked that I spent 10 years in Ruhaama and left its children without shoes. I had done everything there but parents were not helping themselves. Why should someone spend a whole year without engaging in anything generating income? What should we do to such people?” she asked.

The minister was speaking to parents, district leaders and politicians after officially handing over new structures to Birere mixed primary school in Isingiro district on May 2, 2018.

Museveni said replacing the dilapidated structures with new ones will not be meaningful if parents don’t prioritize their children’s education.

Birere mixed primary schools is one of the 138 schools countrywide that have received a facelift with support from Global Partnership for Education (GPE) grant worth $100m under the Uganda Teacher and School Effectiveness Project (UTSEP) supervised by the World Bank. The grant agreement was signed on August 27, 2014 and became effective on March 24, 2015.

In Isingiro, 20 schools were selected with each receiving seven new classroom blocks, one administration block, five and two-stance latrines and a 5,000-litre water tank.

Ms Museveni also commended schools for implementing the thematic curriculum insisting that it when children study in their mother tongue up to primary three, they understand better as opposed to being instructed in English language.

“I know there are some people de-campaigning that programme [thematic curriculum] but that is being very short-sightedness. It is much easier for young children to study in their local language,” she said.

According to the ministry’s schedule, handover of all the schools which started on May 2 will end on May 30, 2018 in the respective districts.

JOB WELL DONE

While handing over more structures in Ibanda district, the state minister for primary education, Rosemary Seninde, said contractors did a commendable job with no building found with cracks as it is known for most new buildings.

“We are satisfied that the work is perfect and real. I call upon parents to love, cherish and maintain what has been given to them because it is not going to be the responsibility of government to maintain the infrastructure,” Seninde said.

Of the 11 schools constructed in Ibanda, she visited and handed over new structures at Kijongo PS, Rwenkobwa PS, Ishongororo PS, Kashambya PS, Kemihoko PS, Rwanyabihuka PS and Kyeibumba PS to the relevant school heads. Seninde reiterated the first lady’s message by encouraging parents in Ibanda to provide lunch and shoes for their children.

“It is a shame that children come to school bare-feet in this era. If you cannot afford modern shoes, buy for them plastic shoes or sandals. How will they enter into such new beautiful classes? This attitude that education of Ugandan children is for President Museveni must change,” she said adding that all classrooms in the 54 completed schools countrywide out of the 138 will be furnished with desks before the beginning of second term.

The remaining 84 schools will be furnished and handed over when completed. Speaking to The Observer, Julius Atwijukye, the head teacher Kashambya PS, applauded government on the latest development at his school although he remained not convinced on whether parents will provide shoes for learners.

“Our children are not used to putting on shoes. When we call parents to address such issues, they tell us that they are poor while others threaten to withdraw their children from school if we impose such conditions on them,” Atwijukye said.

“Maybe now that we have a new environment, parents have promised to buy shoes. But if we can get some sponsors to buy some shoes, it is highly welcome because according to the understanding of my parents, I know most will not buy them next term [two].” Out of the 560 pupils at Kashambya, about 50 study in proper shoes.

For Justine Tukashaba, a parent at Kashambya, some parents think shoes are meant for children in urban settings.

“I am a catechist of our church but whenever I teach about such things, parents ignore me. Many of the children have one pair of shoes they use only when going to church. Parents are poor and not bothered about the situation,” she said.

By the time minister Seninde left the school on Thursday May 3, most parents, some of whom had no shoes at this function, pledged to buy shoes for children and they requested her to visit the school next term to check on their progress.

*Fuente: http://observer.ug/news/headlines/57633-janet-tells-parents-to-prioritise-education.html

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UK: Welsh education being used for propaganda, says UKIP AM

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UK/May 08, 2018/Source: http://www.bbc.com

Wales’ education system is being used as a tool of propaganda, UKIP’s Welsh leader has alleged.

Neil Hamilton claimed that parts of the Welsh Baccalaureate on topics like inequality are being taught from a «centre-left disposition».

He said there was a «potential danger» that teachers may be biased, suggesting they may favour the Labour party.

First Minister Carwyn Jones said he saw no examples of «bias» in the curriculum.

The UKIP Wales leader said the qualification included a «global citizen challenge which deals with issues such as cultural diversity, fair trade, future energy, inequality and poverty».

«These are all highly political topics which need to be taught in a balanced way if education is not to degrade itself into mere propaganda,» Mr Hamilton told First Minister’s Questions in the Senedd.

He said he had seen the materials being used in teaching the courses which are all, he claimed, «from a centre-left disposition».

The comment drew heckles from other AMs.

Kirsty Williams
Image captionEducation Secretary Kirsty Williams looked on aghast as Neil Hamilton made his claims

«The false indignation coming from the other side proves the point I’m trying to make here,» Mr Hamilton replied, «that because they control the education system it is being used as a tool of propaganda.»

Mr Hamilton said the «mindset of a teacher is very important» and, quoting polling figures suggesting many secondary school teachers vote Labour, he said: «Even if bias is subconscious it must be regarded as a potential danger».

‘Revisionism’

But the first minister said «anything is centre-left» from Mr Hamilton’s perspective, alleging that he had supported the now-repealed Section 28 law that had banned local authorities from intentionally promoting the acceptability of homosexuality.

Mr Jones said: «We prefer balance. He wants right-wing revisionism.»

«I trust our teachers, bluntly, and I trust our students to able to think critically for themselves,» he told Mr Hamilton.

«There will be different views on how to address inequality, different views on how to address poverty.

«Nevertheless they are hugely important issues that I think every young person needs to think about.

«But I’ve seen no examples at all of any kind of bias being introduced into the curriculum.

«For my perspective I think it is hugely important that our students do have the ability to go beyond academic subjects because I think it makes them more rounded individuals when they do think more critically and more widely.»

Source:

http://www.bbc.com/news/uk-wales-politics-44038903

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How A People-First Culture Is Transforming Education In India

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India/May 08, 2018/By: Laura Garnett /Source: https://www.forbes.com

Since 2005, when he became president and later CEO of HCL Technologies, Vineet Nayar has led a remarkable turnaround that saw the company triple its revenues and income growth. He wrote about this in his book, Employees First, Customer Second. The value-based leadership simultaneously resulted in the company being ranked by Hewitt Associates as the Best Employer in India and by BusinessWeek among the top five most influential companies in the world.

Nayar is now trying to transform the education of India’s children. He’s taking on a huge goal, and I’ve always admired his focus on people. I wanted to sit down with him and talk about his current work with his own fund and figure out how he plans to transform education.

Laura Garnett: What is the problem that you’re trying to solve and what is your goal?

Vineet Nayar: In India, government-led primary school education systems suffer from a myriad of issues, not only preventing families from sending their children to these schools but also affecting the learning outcomes for those 144 million children who attend. Most children in grade 5 can’t do basic math or construct simple sentences in English.

Sampark Foundation was founded with a belief that “frugal innovation,” along with relentless execution in partnership with the government, can drive large scale change in learning outcomes. Our goal is to design and implement frugal innovation ideas that will transform learning outcomes for 20 million children studying in 200,000 rural government schools by 2025, at less than $1 per child per annum. As of today, we have touched the lives of 7 million children across 76,000 schools.

Garnett: How did you come up with the Innovative ideas that you speak about?

Nayar: While many educational change initiatives are in-flight in India currently, we realized they have not been able to deliver impact because they are either sub scale or resource intensive, or they ignore the ground realities surrounding these kids. For example, you can’t just solve this problem by giving away iPads to children in an environment that lacks electricity.

We believe that for any long-lasting change to happen it has to be driven by practical and sustainable solutions that are frugal but at a large scale. Our area of investment and focus was on design thinking and coming up with frugal innovation ideas (low on resources, high on impact) and leveraging them to deliver a comprehensive, multi-fold improvement in learning outcomes that can be sustained.

This led to Sampark Smart Shala: a learning-outcome focused, frugal innovation-led initiative that uses audio technology, a voice mascot called “Sampark Didi,” toys, folklore, board games and teacher training modules combined with rigorous monitoring in collaboration with state governments.

Garnett: What allowed you to have these innovative ideas?

Nayar: Our design thinking was inspired by three ideas. The first came from an unlikely source: Bollywood! Going to a movie in an Indian village is an open-air three-hour deeply immersive experience of life enacted through dance, songs and dramatic scripts. We asked ourselves – could we bring that experience to the classroom too?

The second came from watching people in villages charge cell phones using their bicycles. Could this battery drive an audio device with a big speaker that could be used in a class? And the third inspiration came from Teaching Learning Materials (TLM’s). Students retain 70% of what is said in the first 10 minutes of class and only 20% of what is said in last 10 minutes. Adding visual aids and stories increases retention by 250% even in the last 10 minutes.

Garnett: How are these ideas making an impact on your goal?

Nayar: The results have been nothing short of magical – a 56% increase in learning outcomes measured through an independent assessment study. This is also now a case study at the Harvard Business School, showcasing how frugal innovation can create large scale social impact.

Garnett: How are you bringing people first customer second to your foundation and how does it operate?

Nayar: Since Sampark Foundation is a small not-for-profit organization, it has barely 100 people, or ‘Sparks’ as we call them. In this model, it is the government schoolteachers who are the front-line workers in the value zone, the classroom. Therefore, following the EFCS principles, our role is to enthuse, encourage and empower them. So, we set our eyes on enhancing the teacher’s power to teach and bring excitement into the classroom through Sampark Smart Shala.

Our 100 Sparks travelled over 15,000 kilometers within 100 days into remote interiors of the country to help train 100,000 teachers each year on the use of Sampark Smart Shala teaching aids to bring excitement back into the classroom and drive significant transformation in learning outcomes. The one thing that brings a smile to my face is the fact that the impact and learning outcome has been achieved by enthusing the teachers, empowering them with the teaching aids, encouraging and mentoring them through helplines and periodic training sessions – and most importantly, by transferring the ownership of change to them. This is employee-first at its best.

Garnett: What is your biggest challenge now and how can people that read this that want to help, get involved?

Nayar: The biggest challenge now for us is if we should focus on higher grade levels with the 7 million children already in the program in the existing four states, or should we add more children to the grade 1-3 program by scaling up to more states. Doing both could break the back of operations, and there is a limit to how far our resources can take us. Our foundation is inviting new ideas, new approaches, new and frugal ways to improve learning levels which will help us go the extra mile and provide a path for millions of children studying in government-funded primary schools to see the light at the end of the dark tunnel.

Source:

https://www.forbes.com/sites/lauragarnett/2018/05/08/how-a-people-first-culture-is-transforming-education-in-india/2/#2898c849303d

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