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What we do

 
Education

Jesuit Education is aimed at the Integral development of the person. The aim of the education is to make students persons of Conscience, Competence, Compassion, Commitment and Coherence. Ultimately such a person will be men and women for others.

 
Ecology

Jesuit schools in South Asia, together with their alumni and all other stakeholders actively involve in protecting our environment, caring for our Common Home. 

 
Constitution and Human Rights

A well founded Sovereign Nation has a well defined Constitution, which upholds the Rights of every individual. UN declaration on HR and the respective  country's constitution finds a special place in Jesuit Education.

 
Peace Education
The aim of this  is to introduce a strategic proposal for mainstreaming peace education in a strife ridden world, and to contribute to the furtherance of peace education in Jesuit Schools across South Asia. 
 
Global Citizenship
This means preparing students and their families to identify first and primary as members of the human family with a common responsibility for the entire world rather than just members of a particular nation or group.
 
Universal Apostolic Preferences (UAP)

During the next ten years, the following preferences will guide us in incarnating the mission of reconciliation and justice in all the apostolic services to which we, along with others, have been sent.

Latest News

By Matters India Reporter

Palayamkottai: Jesuit Father Savarimuthu Ignacimuthu has been identified as one of the top 1 percent scientists in biology.

The director of St Xavier’s College in Tamil Nadu’s Palayamkottai town earned the honor after scientists in the United States evaluated the Jesuit’s research publications.

A recent article by three professors of the Stanford University in the United States has analyzed the contributions of more than 100,000 scientists from all over the world in biology.

The article, titled ‘Updated Science-wide Author Databases of Standardized Citation Indicators,’ was authored by professors John P.A. Ioannidis, Kevin W. Boyack, and Jeroen Baas. It was published October 16 in the “Plos Biology,” a reputed journal.

The US professors used assessment parameters such as total number of papers published in journals indexed by Scopus, an abstract and citation database launched in 2004, total number of citations, h-index and hm-index.

The h-index is used to measure the impact of a scientist’s publications in terms of the citations received. It is defined as the highest number of papers of a researcher that have been cited h or more times.

The US professors have used sophisticated algorithms to simplify their findings and presented the data with clarity and depth. The authors have analyzed 113,961 scientists from all over the world and ranked Father Ignacimuthu 872.

The professors analyzed the Jesuit’s contributions during 1985-2019. He has been ranked below 1,000 for the past 20 years. His name is found under high achievers’ category in all the parameters used for the assessment. He is ranked 10th among Indian scientists.

The 71 year-old Jesuit scientist has published more than 800 research papers and 80 books; he has 12 Indian patents and two US patents. He has helped more than 100 students to get their doctoral degree.

One insect species is named after him: jacthrips ignacimuthui. One natural molecule is named after him: Ignaciomycin. He was instrumental in developing Xavier herbal hand sanitizer to protect against pathogens including Covid-19.

Father Ignacimuthu had earlier served as the vice chancellor of two universities in Tamil Nadu — Coimbatore-based Bharatiyar University and Chennai-based University of Madras.

He had earlier developed a natural herbal biopesticide Ponneem to control insect pests. He worked at Entomology Research Institute, Loyola College, Chennai, during 1993-2018. Since June 2018 he has been working at Xavier Research Foundation, St Xavier’s College, Palayamkottai.

The Jesuit scientist attributes all achievements to scientists and students who have worked with him in what he says is the “labor of love with God’s grace.”

Father Ignacimuthu says God has blessed him “abundantly” and he owes everything to the Society of Jesus, his congregation. “She has nurtured and helped me in all ways,” he told Matters India November 28.

He also recalled with gratitude his teachers, “who formed me from my very young age with intellectual curiosity. They have played a very big role, especially the professors during my university days.”

He further thanked his research staff and students “who have toiled with me for the last 35 years with dedication and hard work.”

Fr. Arturo Sosa to all the Jesuit schools

Two video messages, linked to each other, have just been released to all educational institutions linked to the Society of Jesus. They express thanks and encouragement.

In the first recording, the Delegate of Father General for Secondary and Pre-Secondary Education, Fr. José Alberto Mesa, presents Father General’s message. Stressing how much the current pandemic has tested the educational systems, he is happy to see how the schools of the Society have done everything possible to continue their mission of formation. He urges everyone to remain confident and hopeful, referring to the exhortations of Pope Francis, so as to make the COVID-19 pandemic an opportunity to serve, in the field of education, with what the Ignatian tradition bequeaths to us.

As for Father General, he observes, first of all, how, faced with the immense surprise caused by the unexpected coronavirus, the institutions of the Society have known how to adapt to the new reality and have sought to accompany the communities of students in the midst of the turmoil.

Above all, he is grateful to all those who have been able to live this necessary transformation with generosity, including parents and students. For him, what matters and what has been best achieved in many environments is to succeed in providing quality services while at the same time taking care of people’s well-being. The vocation of the Ignatian educator, he reminds us, is to accompany, encourage and motivate, even in difficult circumstances.

In publicly expressing his thanks to the members of the educational teams of each of the schools, he invokes the Lord’s blessing on them. He too refers to Pope Francis in hoping that, paradoxically, the current pandemic will create an opportunity to move towards a future full of hope that can contribute to the universal fraternity to which the Holy Father invites us.

Watch the message of Father General:

The Jesuit educators (JEA) from across India had a very fruitful session the various aspects of the NEP 2020. The highlight of yesterday’s meeting was to discuss the collated response from many Jesuit schools from across the country. Fr. Norbert made an elaborate presentation on the data that was sent to him. This section focused on teachers’ familiarity with NEP 2020, self-
assessment related to benchmarks of teaching-learning process, programs to address the gaps. The second half of the meeting was focused on the various deliberate omissions in NEP 2020. This section deals with areas we need to focus in our formal and informal curricular against the subtle agenda in the policy. The presentation was done by Fr. John Ravi.
These deliberate omissions include:

a. The “idea of India” and Indianness
b. Fundamental Rights
c. Constitutional Values (Secular, Socialist)
d. Social Discrimination (Caste) root cause of Economic disparities
e. Study Religious Traditions and Bhakti Movements
f. Mainstream Education for the Disadvantaged – Not non-formal, NIOS
g. Religious Diversity and Social Integration (Preamble Secular, Socialist)
h. Digital Divide – How do we reach out to the vulnerable groups
i. Vocational Education
j. Critical Thinking
k. Other suggestions

The last segment of the meeting was given to share and discuss best practices that are being carried out regarding generating awareness and Networking with like-minded groups across the country. Fr. Anand, Fr. John Kennedy share their work in their respective provinces. Commendable work is being done in the Madurai and Chennai provinces with regards to networking and generating awareness for staff, students, parents and people of good will. The other Jesuits realized the need to network with all people willing to join hands with us to save our Democracy for the future generations. The Jesuit educators then resolved to come up with a statement very soon that would be the official voice of all catholic institutions across the country. Out going POSA, Fr. George Pattery SJ, and JEA Secretary were part of this 2 hours of Consultation on NEP 2020 and presented their views and suggestions too.

 By Ananad D Souza SJ (PCE, GOA)

Members of a Hindu group are up in arms over a statue of a German Jesuit priest outside an Indian Catholic church, claiming that the missionary worked against local people and honoring him insults tribal sentiments.The tribal cell of the pro-Hindu Bharatiya Janata Party (BJP) on Feb. 13 petitioned police to remove the bust of Father John Baptist Hoffmann from the compound of Sarwada parish in Khunti district, about 55 kilometers from Ranchi, the state capital of Jharkhand state.

The petition called on police to remove the statue as it insults local tribal leaders like Birsa Munda, who fought foreigners for tribal rights, tribal cell leader Ram Kumar Pahan told media.

The group claims that in the 19th century Father Hoffmann and the British attacked the civilization and culture of tribals. Having his bust on tribal soil is unacceptable, Pahan said.

They have been protesting the statue intermittently since its installation in December but intensified their action in the second week of February as the country moves closer to a national election before May. Elections in the BJP-ruled state are due in December.

Church leaders say the BJP has deliberately made unfair claims against the missionary to create a controversy to divide tribal people, a major voting bloc in Jharkhand. Dividing tribal votes on religious lines could help the BJP garner non-Christian tribal votes, they say.

“The controversy is a ploy of the ruling BJP to divide tribal people,” said Father Masih Prakash Soy, secretary to Bishop Binay Kandulna of Khunti.

The BJP has “miserably failed to fulfil its promises and meet the aspirations of the people” and has “embarked on a divisive agenda” ahead of both state and national elections, the priest said.

Hindus are angry that a plaque near the statue claims that Father Hoffmann was the main architect of the 1908 Chotanagpur Tenancy Act that the British enacted to restrict the transfer of tribal land to non-tribal people. They claim Birsa Munda’s struggle led to the law.

Father Hoffmann (1857-1928) came to India as a Jesuit novice at the age of 20. As a priest, he worked mostly among the Munda tribal people in the present Jharkhand area and established several measures for their rights including a cooperative society and a bank.

Besides helping to enact laws to protect tribal people, he also contributed to their language and culture by providing a grammar book and a 15-volume encyclopedia on Munda culture and civilization, said Father Xavier Sorang, a Jesuit social worker based in state capital Ranchi.

Most tribal people understand the contributions of the missioner, said Bishop Theodore Mascarenhas, secretary-general of the Catholic Bishops’ Conference of India.

The bishop said the protest comes from “a small group which is trying to disturb the peace. But people are not foolish … they know who had done what for whom.”

He said the Church should ignore such protests because the intention of these groups is to divide and break society for political gains.

Jharkhand’s tribal population, who form 26 percent of 33 million people in the state, is politically decisive, as are its one million Christians, almost all of them tribal people.

The Christian population is even stronger in Khunti district, where 25 percent of the 532,000 people are estimated to be Christians.

Source: UCAN

VATICAN CITY — Pope Francis on Sunday said he’s giving the Catholic church 13 new cardinals, including two churchmen who have worked to help migrants and several others who toil in poor countries or nations where Christians are a minority. Francis made the surprise announcement from his studio window overlooking St. Peter’s Square.

Several of his picks come from developing countries, like Cuba, Congo and Guatemala. Two are based in predominantly Muslim countries: Morocco and Indonesia.

“Their provenance expresses the missionary vocation of the Church to continue to announce the merciful love of God to all men on Earth,” the pope said before reading aloud a list of their names.

Ten of the men are under 80 and eligible to vote in any conclave to elect a new pontiff.

The ceremony to formally give the churchmen the red cardinal hat will be held on Oct. 5 at the Vatican.

With Francis’ papacy heavily focused on the needs of those living on society’s margins, including migrants, he chose two men whose clerical careers reflect concerns about immigrations.

One of them is Bologna Archbishop Matteo Zuppi, an Italian who for some 30 years guided the Roman basilica of Santa Maria in Trastevere, whose doors literally have been opened to let the homeless sleep inside on cold winter nights. The basilica is the focal point for a Catholic charity, Sant’Egidio, which runs programs including language instruction for newly arrived migrants, and distributes hot meals and clothing to them.

The other is the Rev. Michael Czerny, a Jesuit like the pope, who is an official who was named in 2016 by Francis to help lead a Vatican office concerned with refugees and migrants. He is a native of what was then Czechoslovakia.

Among the Vatican officials chosen to be cardinals is Bishop Miguel Angel Ayuso Guixot, a Spaniard who is president of the Pontifical Council for Interreligious Dialogue. His resume includes teaching Islamic studies in Khartoum, Sudan, Cairo, Egypt and then at the Pontifical Institute of Arabic and Islamic Studies.

Guiding Directives 2020

IMPACT OF THE LOCKDOWN ON THE EDUCTATION SECTOR

The global pandemic has taken a massive hit on all the sectors of the economy. While it has been slightly easier for MNCs and professionals to adopt work from home as the new normal and continue business as usual, the times have been challenging for the education system around the world.

The COVID-19 pandemic has affected educational institutions worldwide, leading to the near-total closures of schools, universities and colleges. According to UNICEF monitoring, 156 countries are currently implementing nationwide closures and 29 are implementing local closures, impacting about 98.5 percent of the world’s student population. As of 18 May 2020, approximately 1.725 billion learners are currently affected due to school closures in response to the pandemic.

India’s education system is hampered too; the lockdown has now been extended till 31 May 2020, and students are unable to follow their regular academic routines; the situation requires all educational institutions to take immediate steps to address the obvious anxieties of students, families and staff and inform them about the steps being taken to deal with the unexpected disruption. In the wake of this emergency and keeping the student safety in mind and their academic concern, Digital education has emerged as a clear winner during this pandemic with most of the institutes taking the initiative to provide the facility of telecommunication, skype call, zoom call and access to other virtual options to fill the gap of learning. So, the move is aimed at easing the pressure on students once the school reopens and helping them use their time profitably without compromising on the quality. Ever since the lockdown started, the government has taken numerous measures to ensure that the impact of the crisis on education is the least. To help students continue their learning during the pandemic, various e-learning portals and apps have been launched by the government and education bodies such as DIKSHA portal, e-Pathshala, Swayam, STEM based games, etc. However, the lockdown has hit poor students hard in India, and about 86% of them are unable to explore online learning according to reports. This might thus increase the rich/poor and urban/rural divide. The longer such marginalised children are out of school, the less likely they are to return.

ONLINE TEACHING-LEARNING – PROCESS DURING THE PANDEMIC LOCKDOWN:

  • Teachers need to be given a virtual training on the basics of how to use the online interface (such as Zoom, Cisco Webex, MS Team, School ERP applications, etc.) which has been finalised by the Management to equip them to conduct the online classes confidently without any hinderance.
  • Classes should be conducted in a strategic manner in accordance to the daily/weekly/ monthly lesson plan.
  • The subject head and subject teachers need to video conference and plan the classes well in advance. The discussed points have to be shared with the principal and the class coordinator through mail.
  • An online class timetable has to be formulated in such a way that a 10 min break is provided after each class or subject to facilitate time for the students to login for the next subject.
  • Uniformity in teaching, content & topics covered must be maintained across all the sections of the class.
  • The teaching-learning outcome must be assessed periodically through assessments or worksheets, online quiz etc.; the same has to be documented systematically which could be used as a valid record to show parents and encourage them to pay the school fee.
  • Schools may encourage the staff to work from home by preparing video/audio lessons, notes, assignments, questions banks, etc., to be shared online with students. However, the recorded video/audio lessons must be shared only after getting the approval from the Principal
  • Keeping in mind the limited resources available in rural areas and the challenges faced by our schools such as No or poor Connectivity/ No Smart-phone/ No Recharge Facility etc, in rural areas, the Principals in collaboration with their teachers and some academic experts should establish a simple and accessible system of online teaching-learning and reach out to as many students as possible to ensure that the teaching learning process is carried out seamlessly.
  • Teachers can have virtual meetings with their colleagues to share best practices and promote peer learning.
  • Regular online training of staff needs be organized to enhance their knowledge, talents and skills.

TEACHING-LEARNING PROCESS POST PANDEMIC LOCKDOWN:

Hon’ble Minister for Human Resource Development Shri Ramesh Pokhriyal, called for states to take a decision regarding reopening of schools and prepare safety guidelines to be implemented post-reopening. School re-openings must be safe and consistent with each state’s overall COVID-19 health response, with all reasonable measures taken to protect students, staff, teachers and their families.

STRATEGY TO RE-OPEN THE SCHOOL

  • A phased reopening of the schools can be undertaken. Prioritize classes which need to come to school first. For e.g., children of Class 9 & 11 who will give Board Exams can come to schools first.
  • Ensure parents sign form to confirming that their family member has not tested positive. If there is a case, then the child is not permitted to come to school until certified by relevant medical authorities.
  • Schools could be run in two shifts to accommodate and adhere to Physical/social distancing norms. Or Maintain staggered approach in school attendance. For e.g., odd classes on Mon, Wed, Fri and even classes on Tues, Thurs & Sat.
  • Limiting Visitors: Do not allow parents or other visitors, restrict vendor access to school. Ensure all payments to school through online bank transfer or via bank branches.

TRANSPORTATION REGULATIONS

  • Students should be advised to use own transport wherever possible.
  •  School transport could be run on a staggered schedule.
  • Wear masks compulsorily while entering bus.
  • Conductor/Bus care-takers to check the body temperature with an infrared thermometer before entering the bus.
  • Permitted to board only when students & staff members are healthy.
  • Install alcohol hand-rub at the entrance of each vehicle.
  • Maintain alternative seating arrangement within vehicle to maintain social distancing.
  • Disinfect handles, holding bars and seats after completing each route.
  • In case transport is outsourced, ensure all guidelines are being followed by the 3rd

CHECKS AT THE SCHOOL ENTRANCE

  • Open and monitor all functional entrance points to avoid overcrowding at one gate.
  • Thermal scanner to be installed at each gate to check body temperature before entering school premises.
  • Permitted to enter only when students & staff members are healthy.
  • Alcohol based hand-rub or hand sanitiser must be placed at the entrance of each gate to ensure hand sanitisation.
  • Sanitisation of shoes before entering school premises.
  • Only one child to be permitted to enter through the gates at a time.
  • Same protocol to be followed with any other visitors.
  • Check body temperature and sanitise hands of students before leaving school premises

CONTACT SURFACES SANITISATION

  • High contact surfaces such as elevator buttons, handrails/handles & counters, equipment like telephone, printers/scanners & other office machines, table tops, chair handles, pens, diaries, keyboards, mouse and mouse pad, must be cleaned every 2 hours by mopping with a linen/ absorbable cloth soaked in 1% sodium hypochlorite solution.
  • Awareness and sensitization notices on frequent wash, ban on spitting, social distancing norm, must be placed at strategic points throughout the campus.

PATHWAY OR CORRIDOR REGULATIONS

  • To ensure social distancing different paths to be taken to reach classrooms.
  • Indoor areas such as lobbies, corridors & staircases, elevators, security guard booths, classrooms, cafeteria must be mopped/cleaned with a disinfectant of 1% sodium hypochlorite every 4 hours.
  • Appropriate personal protective equipment such as heavy duty gloves & triple layer mask must be worn by all the sanitation staff while cleaning.
  •  Walking paths and social distance positioning must be drawn on the floor to guide students & staff.
  • Prohibit outsiders from entering school premises beyond the mandated visitor room.

CLASSROOM ARRANGEMENTS

  • Seating arrangements should be in accordance to the social distancing norm.
  • An emergency safety kit containing sanitiser, alcohol-rub, masks, gloves etc must be placed in each classroom.
  • Teach safe use & disinfection of personal use items such as handkerchiefs to ensure minimal contact between students.
  • Ring school bell at an interval of every 2 hours as a reminder to wash hands.
  • Open all windows & doors to let sunlight & fresh air.

SCHOLASTIC & CO-SCHOLASTIC ACTIVITIES

  • Minimal movement within school such as students moving to laboratory/ library must be ensured.
  • Conduct activities within the classroom.
  • In case any common areas are visited, disinfect all touched points before inviting new class.
  •  Avoid activities that involve physical contact.
  • Ensure proper sanitisation before & after use of playing equipment if playing games & sports such as a carrom, chess, badminton, etc. are being played.

TEACHING NORMS INSIDE THE CLASSROOM

  • Lines can be drawn on floor to ensure that teachers maintain 1.5 metre distance while teaching.
  • Teachers must mandatorily sanitise hands before entering new classrooms and carry their own chalk sets, markers, registers, diaries, etc.
  • Keep a mandatory Safety Kit (sanitiser, alcohol hand-rub, masks, gloves, etc.) in each classroom.
  •  The learning outcome could be assessed through minimal contact by using technology, such as mobile apps, oral assessment, dictation, etc.,
  • Notebooks & paper assignments could be checked using rubber gloves which must either be sanitised or discarded immediately post use.
  • Students must bring their own notebooks & stationery items.

GATHERINGS, SCHOOL ASSEMBLY & EVENTS

  • Information could be shared through virtual announcement systems.
  • Suspend all activities requiring presence of more than 20 students (such as common assembly, sports, etc.)
  • Class assemblies should be the platform to share important hygiene practices including hand hygiene, respiratory hygiene & food hygiene, etc
  • Activities that inculcate habit of giving to the needy, reading newspaper & keeping up-to-date, and dissecting between fake news & facts can be encouraged in class assemblies.
  • Parents Teacher Meeting can be conducted online or through telephone.

WASHROOM HYGIENE

  • Assign support staff / teacher the responsibility to supervise social distancing and prevent overcrowding within toilets/ urinals.
  • Running water must be made available in toilet for washing hands.
  • Adequate soap bars/ liquid soaps in washrooms.
  • Ensure toilets, taps & fitting, soap dispensers and other items or spaces are cleaned and sanitised appropriately as per the norms.
  • Paper towels must be kept handy.
  • Disinfect all cleaning equipment after use & before using in other area.
  • Cleaning material made of cloth (mop & wiping cloth) must be discarded in appropriate bags after cleaning & disinfecting.
  • Avoid washing children’s personal items/clothes in schools/ centres. Put them into plastic bags for parents to take away.

LUNCH BREAK, FOOD AND CAFETERIA HYGIENE

  • Schedule staggered lunch timings spread from 10 AM to 1 PM.
  • Cafeteria staff/ kitchen staff / mid-day meal workers must follow all hygiene practices while cooking & serving.
  • In case food is outsourced, ensure guidelines are being followed by the 3rd party.
  • Follow all ensure social distancing norms during lunch time.

WATER DISPENSER

  • Ensure supply of potable drinking water in school.
  • Drinking water area & taps must be sanitised every hour.
  • Ensure zero mouth contact between taps.
  • Alternate taps must be used to maintain social distance.

MEDICAL OBSERVATION

  • An isolation room must be set up to accommodate any student developing symptoms during the school hours.
  • Check status regarding COVID-19 testing & cases among students & staff and their families & communities.
  • Vaccination record of the students must be maintained.
  • A record of the medical history of the students & staff especially regarding diseases hampering immune system must be maintained.
  • A record of daily temperature of the student & staff must be documented.
  • Staff & students must be made aware of the symptoms of common air-borne and influenza type diseases.
  • Set up rapid-task team in collaboration with Block & District Medical Officers to ensure quick action in case of an outbreak.
  • In case of lack of staff, ASHA workers or AAW workers can also perform these functions.

TEACHING NORMS INSIDE THE CLASSROOM

  • Assign support staff / teacher the responsibility to supervise social distancing and prevent overcrowding within toilets/ urinals.
  • Running water must be made available in toilet for washing hands.
  • Adequate soap bars/ liquid soaps in washrooms.
  • Ensure toilets, taps & fitting, soap dispensers and other items or spaces are cleaned and sanitised appropriately as per the norms.
  • Paper towels must be kept handy.
  • Disinfect all cleaning equipment after use & before using in other area.
  • Cleaning material made of cloth (mop & wiping cloth) must be discarded in appropriate bags after cleaning & disinfecting.
  • Avoid washing children’s personal items/clothes in schools/ centres. Put them into plastic bags for parents to take away.

OBSERVATION AND FOLLOW UP BY PRINCIPAL

  • Must ensure that government mandated apps such as Aarogya Setu is downloaded of among students & staff.
  • Plan for continuity of operations/ business in case of school closure due to lockdown.
  • Create a disease outbreak flowchart marking clear turning points with responsibilities for each person.
  • Trainings to be organised for staff & students on how to use online tools for teaching.
  • Keep updated about recent happenings by maintaining connect with appropriate authorities such as education department, health dept, etc.
  • Ensure that the records are available digitally to enable quick access in case of an emergency.
  • Undertake awareness campaigns in community.

OTHER RELEVANT POINTS

  • Implementing online learning practices to complement in-classroom lesson delivery.
  • In case an outbreak is detected, being prepared for an out-of-classroom education experience for students.
  • Based on various parameters such as students’ age & learning needs, school resources & community culture; choose among the best model as suitable to the school among the three models proposed: Remote Learning (non-internet-based), Online Learning (internet-based) and Blended Learning (non-internet & internet-based),.
  • Staff & students must be trained to be well-versed & competent to use model chosen.
  • Collaborations with government bodies, NGOs, parents & larger community to ensure success of the selected model.
  • Support staff must be trained on disinfection and disposal of items.
  • COVID-19 insurance can be considered for teachers & other employees.
  • Self-learning goals and assessment could be incorporated in the curriculum for all kinds of activities.
  • Ensure students wear masks or cover face through cloth while inside school premises.
  • It is mandatory for teacher/ staff to wear masks & gloves while handling kids.
  • Avoid use of lifts or elevators in case an outbreak is detected.
  • As much as possible, open doors using your leg & elbow/ arms.

CHALLENGES FACED BY SOME CHILDREN

  1. If a family has more than one kid studying, each one may not have laptop, computer or Android mobiles to have online classes at the same time.
  2. Some houses may not have enough rooms or study places for kids.
  3. There can be a lots of distractions and disturbances for kids during Online Classes. So a peaceful atmosphere may be lacking for many.
  4. Many of our teachers are not computer or online savvy. So there can be a problem lacking effective online classes.
  5. Most of the teachers are nervous on online infront of parents and others.
  6. In some cases parents intervened and critically commeded on teachers. This makes them more vulnerable.
  7.  Students too behaved naughty and disinterested in online classes in many cases.
  8.  Our society in general is not yet ready for a complete shift from Class room education to Online education.
  9.  Many of our Children can be under anxiety, worry, fear and Deppression.
  10.  Teachers too are under pressure and anxiety.
  11.  Mentoring and Cura Personalis are missing in Online Classes.

GUIDELINES FOR OUR JESUIT EDUCATIONAL ASSOCIATION INSTITUTIONS DURING PANDEMIC

(Subjected to the province policy)

NO DEDUCTION OF SALARY: Each of our educational institutions must abide by the government guidelines with regard to salary. i.e. No deduction from the salary of any employee (Those on probation are also included.).

PF FROM 12% TO 10%: Each institution will reduce PF from 12% to 10% as the government via a notification dated May 18, 2020 has notified the cut in EPF contribution by employee and employer to 10 per cent from existing 12 per cent in an attempt to provide relief against coronavirus. The cut in EPF contribution will be applicable for the month of May, June and July 2020.

NO EMPLOYEE TO BE REMOVED DUE TO COVID-19 IMPACT: Teachers on probation are appointed from 1st July to 30th April. If the Termination notice is not issued before 22.3.2020, the person should be paid fully till April, 2020 and if they are to be reappointed, it should be done when the school re-opens.

NO INCREMENT IN DA + BASIC FOR THIS YEAR: Each institution must inform the staff that this is done by the guidelines given to us by the government. Also due to NO FEE HIKE this year.

ONE DAY SALARY OF EACH TEACHER FOR COVID 19 RELIEF WORK: All the teachers in our institutions should be encouraged to offer one day salary for covid 19 relief work. This contribution is to be sent to the province.

NO FEE HIKE in 2020-21: Due the effects of Covid 19, the government has urged each educational institution not to increase the school fees in 2020-21.

PAYMENT of FEES: The schools will also allow parents to pay fees of March, April and May 2020 in monthly instalments. In case the financial condition of a parent is weak, he or she can pay the fees in a staggered manner up to November 2020. No parents should be forced or put in any odd condition or demand to pay the fees BUT should be encouraged to pay the fees.

BUDGET: The Schools which are collecting fees and paying to the staff are encouraged to revise their yearly school budget with a back-up plan of salary payment for 6 months based on their fee payments.

NO MAJOR MAINTENANCE: During this academic year [2020-21], unless it is any emergency, any major building repairs, development works and an expensive purchase of any kind should be avoided as income flow is low. It is encouraged to use the financial resources very sparingly and avoid unnecessary expenses this year.

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International Day of Education  : 20 Jan 2021 
Dear Friends
As all of you know, 24th January is the International Day of Education. Globally UN is celebrating the day, and Jesuits Globally too is taking up the day to mark the theme of Education by organising various programmes in schools, online and in schools too.
Kindly read the article and organise appropriate programmes in your schools to mark the day. It is important to create awareness on the day among our stakeholders.
Thank you and all the best!
Sunny Jacob SJ
 

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Global Seminar by Global Network of Jesuit Schools
 
DISCERNING FOR A HOPE FILLED FUTURE   
Colloquium JESEDU-Global2021, to be held on the 500th Anniversary of the Conversion of St. Ignatius of Loyola, has been envisioned as an opportunity for our Jesuit Global Network of Schools to discern for a “hope-filled future.” Our mission, after all, has been defined by our Universal Apostolic Preferences as primarily one of accompanying young people in the creation of such a future.  
 

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