How to fix a broken education system ... without any more money | Seema Bansal

Prevodilac: Ivana Krivokuća Lektor: Tijana Mihajlović

So we all have our own biases.

Svi imamo svoje predrasude.

For example, some of us tend to think

Na primer, neki od nas skloni su da pomisle

that it's very difficult to transform failing government systems.

da je veoma teško transformisati neuspešne vladine sisteme.

When we think of government systems,

Kada pomislimo na vladine sisteme,

we tend to think that they're archaic, set in their ways,

skloni smo da pomislimo da su arhaični, sa ustaljenim navikama

and perhaps, the leadership is just too bureaucratic

i možda da je vođstvo jednostavno previše birokratsko

to be able to change things.

da bi moglo da promeni stvari.

Pa, danas želim da osporim tu teoriju.

Well, today, I want to challenge that theory.

I want to tell you a story of a very large government system

Želim da vam ispričam priču o veoma velikom vladinom sistemu

that has not only put itself on the path of reform

koji ne samo da je stupio na stazu reformi,

but has also shown fairly spectacular results

već je takođe pokazao prilično spektakularne rezultate

in less than three years.

za manje od tri godine.

This is what a classroom in a public school in India looks like.

Ovako izgleda učionica u državnoj školi u Indiji.

There are 1 million such schools in India.

Postoji milion takvih škola u Indiji.

And even for me, who's lived in India all her life,

Čak i za mene, koja živim u Indiji celog života,

ulaženje u jednu od takvih škola prilično je uznemirujuće.

walking into one of these schools is fairly heartbreaking.

By the time kids are 11,

Do trenutka kada deca napune 11 godina,

50 percent of them have fallen so far behind in their education

50 posto njih je toliko zaostalo u svom obrazovanju

that they have no hope to recover.

da nemaju nade da će to nadoknaditi.

11-year-olds cannot do simple addition,

Jedanaestogodišnjaci ne mogu da vrše prosto sabiranje,

they cannot construct a grammatically correct sentence.

ne mogu da konstruišu gramatički ispravnu rečenicu.

These are things that you and I would expect an 8-year-old

To su stvari koje bismo vi i ja očekivali da dete od osam godina

može da uradi.

to be able to do.

By the time kids are 13 or 14,

Do trenutka kada deca napune 13 ili 14 godina,

they tend to drop out of schools.

obično napuste školu.

In India, public schools not only offer free education --

U Indiji, državne škole ne samo da nude besplatno obrazovanje,

they offer free textbooks, free workbooks, free meals,

već nude i besplatne udžbenike, besplatne radne sveske, besplatne obroke,

ponekad čak i školarine u novcu.

sometimes even cash scholarships.

And yet, 40 percent of the parents today

Ipak, 40 posto roditelja danas

are choosing to pull their children out of public schools

odlučuje da ispiše svoju decu iz državnih škola

and pay out of their pockets to put them in private schools.

i plati iz svog džepa da ih upiše u privatnu školu.

As a comparison, in a far richer country, the US,

Radi poređenja, u SAD-u, daleko bogatijoj zemlji,

that number is only 10 percent.

taj broj je svega 10 procenata.

That's a huge statement on how broken the Indian public education system is.

To znatno svedoči o tome koliko je uništen državni obrazovni sistem Indije.

So it was with that background that I got a call in the summer of 2013

U takvoj situaciji sam dobila poziv u leto 2013. godine

from an absolutely brilliant lady called Surina Rajan.

od apsolutno brilijantne dame po imenu Surina Radžan.

She was, at that time, the head of the Department of School Education

Ona je u to vreme bila rukovodilac Odeljenja školskog obrazovanja

in a state called Haryana in India.

u državi pod imenom Harajana u Indiji.

So she said to us, "Look, I've been heading this department

Rekla nam je: „Vidite, predvodim ovo odeljenje

for the last two years.

poslednje dve godine.

I've tried a number of things, and nothing seems to work.

Probala sam veliki broj stvari i ništa ne deluje.

Možete li nekako da pomognete?“

Can you possibly help?"

Let me describe Haryana a little bit to you.

Dozvolite da vam malo opišem Harajanu.

Haryana is a state which has 30 million people.

Harajana je država koja ima 30 miliona ljudi.

It has 15,000 public schools

Ima 15 000 državnih škola

and 2 million plus children in those public schools.

i preko 2 miliona dece u tim državnim školama.

So basically, with that phone call,

Tako sam u suštini, tim telefonskim razgovorom,

I promised to help a state and system

obećala da ću pomoći državi i sistemu velikim kao Peru ili Kanada

which was as large as that of Peru or Canada transform itself.

da se transformiše.

As I started this project, I was very painfully aware of two things.

Dok sam počinjala ovaj projekat, bila sam bolno svesna dve stvari.

One, that I had never done anything like this before.

Prvo, da nikada ranije nisam radila ništa slično ovome.

And two, many others had, perhaps without too much success.

Kao drugo, mnogi drugi jesu, ali možda bez naročitog uspeha.

As my colleagues and I looked across the country

Dok smo moje kolege i ja pregledali širom zemlje

i širom sveta,

and across the world,

we couldn't find another example

nismo mogli naći drugi primer

that we could just pick up and replicate in Haryana.

koji bismo mogli samo preuzeti i ponoviti u Harajani.

We knew that we had to craft our own journey.

Znali smo da moramo sami da utremo svoj put.

But anyway, we jumped right in and as we jumped in,

No, kako bilo, uskočili smo u to i kako smo uskočili,

all sorts of ideas started flying at us.

najrazličitije ideje počele su da nam se javljaju.

People said, "Let's change the way we recruit teachers,

Ljudi bi rekli: „Hajde da promenimo način na koji regrutujemo nastavnike,

let's hire new principals and train them

hajde da zaposlimo nove direktore,

obučimo ih i pošaljemo ih na međunarodna obrazovna putovanja,

and send them on international learning tours,

let's put technology inside classrooms."

hajde da donesemo tehnologiju u učionice.“

By the end of week one, we had 50 ideas on the table,

Do kraja prve nedelje, imali smo 50 ideja na stolu,

all amazing, all sounded right.

sve su bile sjajne i delovale ispravno.

There was no way we were going to be able to implement 50 things.

Nije bilo šanse da možemo da primenimo 50 stvari.

Zato sam rekla: „Čekajte, stanite.

So I said, "Hang on, stop.

Hajde da najpre makar odlučimo šta pokušavamo da postignemo.“

Let's first at least decide what is it we're trying to achieve."

So with a lot of push and pull and debate,

Uz mnogo povuci-potegni i rasprava,

Haryana set itself a goal which said: by 2020,

Harajana je postavila cilj koji je glasio: do 2020. godine,

we want 80 percent of our children to be at grade-level knowledge.

hoćemo da 80 posto naše dece ima znanje na nivou razreda.

Now the specifics of the goal don't matter here,

Pojedinosti cilja ovde nisu bitne,

but what matters is how specific the goal is.

ali je bitno koliko je cilj precizan,

Because it really allowed us to take all those ideas

jer nam je zaista omogućio da uzmemo sve te ideje

which were being thrown at us

koje su bačene na nas

and say which ones we were going to implement.

i da kažemo koje ćemo sprovesti.

Does this idea support this goal? If yes, let's keep it.

Da li ova ideja podržava ovaj cilj? Ako je tako, hajde da je zadržimo.

But if it doesn't or we're not sure, then let's put it aside.

Ako ne podržava ili nismo sigurni, hajde da je stavimo sa strane.

As simple as it sounds, having a very specific goal right up front

Jednostavno kao što i zvuči, posedovanje vrlo preciznog direktnog cilja

has really allowed us to be very sharp and focused

nam je zaista omogućilo da budemo vrlo jasni i fokusirani

in our transformation journey.

na našem putu transformacije.

And looking back over the last two and a half years,

Kada se osvrnemo na poslednje dve i po godine,

that has been a huge positive for us.

to je bila ogromna pozitivna stvar za nas.

So we had the goal,

Dakle, imali smo cilj

and now we needed to figure out what are the issues, what is broken.

i sada je trebalo da otkrijemo šta su problemi, šta ne funkcioniše.

Before we went into schools, a lot of people told us

Pre nego što smo otišli u škole, dosta ljudi nam je reklo

that education quality is poor

da je kvalitet obrazovanja loš

because either the teachers are lazy, they don't come into schools,

ili zato što su nastavnici lenji, ne dolaze u škole,

or they're incapable, they actually don't know how to teach.

ili su nesposobni, zapravo ne znaju kako da podučavaju.

Well, when we went inside schools, we found something completely different.

Pa, kada smo otišli u škole, otkrili smo nešto sasvim drugačije.

On most days, most teachers were actually inside schools.

Većim delom vremena, većina nastavnika je zapravo bila u školama.

And when you spoke with them,

Kada biste razgovarali sa njima,

you realized they were perfectly capable of teaching elementary classes.

shvatili biste da su savršeno sposobni da podučavaju razrede osnovne škole.

But they were not teaching.

Međutim, nisu podučavali.

I went to a school

Otišla sam u školu

where the teachers were getting the construction of a classroom

gde su učitelji nadgledali izgradnju učionice i toaleta.

and a toilet supervised.

I went to another school

Otišla sam u drugu školu

where two of the teachers had gone to a nearby bank branch

gde su dva učitelja otišla u obližnju banku

to deposit scholarship money into kids' accounts.

da ulože novac od stipendije na račune dece.

At lunchtime, most teachers were spending all of their time

Za vreme ručka, većina učitelja je provodila celokupno svoje vreme

getting the midday meal cooking, supervised and served to the students.

kuvajući podnevni obrok, nadgledajući i poslužujući učenike.

So we asked the teachers,

Stoga smo pitali učitelje:

"What's going on, why are you not teaching?"

„Šta se dešava, zašto ne predajete?“

And they said, "This is what's expected of us.

Oni su rekli: „Ovo se očekuje od nas.

When a supervisor comes to visit us,

Kada kontrolor dođe da nas obiđe,

these are exactly the things that he checks.

ovo su upravo one stvari koje proverava -

Has the toilet been made, has the meal been served.

da li je napravljen toalet, da li je serviran obrok.

When my principal goes to a meeting at headquarters,

Kada moj direktor ode na sastanak u glavnoj ustanovi,

these are exactly the things which are discussed."

upravo to su stvari o kojima se diskutuje.“

You see, what had happened was, over the last two decades,

Vidite, desilo se da se, tokom protekle dve decenije,

India had been fighting the challenge of access, having enough schools,

Indija borila sa problemima pristupa, obezbeđivanja dovoljno škola,

and enrollment, bringing children into the schools.

i upisa, dovođenja dece u škole.

So the government launched a whole host of programs

Zato je vlada pokrenula čitavu gomilu programa

to address these challenges,

koji se bave tim izazovima,

and the teachers became the implicit executors of these programs.

a nastavnici su postali implicitni izvršioci ovih programa.

Not explicitly, but implicitly.

Ne eksplicitno, ali implicitno.

And now, what was actually needed was not to actually train teachers further

A sada je zapravo bilo potrebno ne da se nastavnici dalje obučavaju

or to monitor their attendance

ili da se nadgleda njihovo prisustvo,

but to tell them that what is most important

već reći im da je najvažnije

is for them to go back inside classrooms and teach.

da se vrate u učionice i predaju.

They needed to be monitored and measured and awarded

Treba ih pratiti, procenjivati i nagrađivati

u pogledu kvaliteta podučavanja,

on the quality of teaching

and not on all sorts of other things.

a ne vezano za raznorazne druge stvari.

Tako, dok smo prolazili kroz obrazovni sistem,

So as we went through the education system,

as we delved into it deeper, we found a few such core root causes

dok smo ga dublje proučavali, otkrili smo nekoliko suštinskih uzroka

which were determining, which were shaping how people behaved in the system.

koji su određivali i oblikovali način na koji su se ljudi ponašali u sistemu.

And we realized that unless we change those specific things,

Shvatili smo da, ako ne promenimo te konkretne stvari,

we could do a number of other things.

možemo uraditi gomilu drugih stvari.

We could train, we could put technology into schools,

Možemo da obučavamo, možemo doneti tehnologiju u škole,

but the system wouldn't change.

ali se sistem neće promeniti.

And addressing these non-obvious core issues

Bavljenje tim suštinskim pitanjima koja nisu bila očigleda

became a key part of the program.

postalo je ključni deo programa.

So, we had the goal and we had the issues,

Dakle, imali smo cilj i imali smo probleme,

and now we needed to figure out what the solutions were.

a bilo je potrebno da sada razrešimo koja su rešenja.

We obviously did not want to recreate the wheel,

Očigledno je da nismo hteli da otkrijemo vruću vodu,

so we said, "Let's look around and see what we can find."

pa smo rekli: „Hajde da vidimo šta možemo da nađemo.“

And we found these beautiful, small pilot experiments

Pronašli smo lepe, male pilot eksperimente

all over the country and all over the world.

širom zemlje i sveta,

Small things being done by NGOs, being done by foundations.

male stvari koje su uradili NVO-i i fondacije.

But what was also interesting was that none of them actually scaled.

Međutim, bilo je zanimljivo da nijedna nije obuhvatala velike razmere.

All of them were limited to 50, 100 or 500 schools.

Sve su bile ograničene na 50, 100 ili 500 škola,

And here, we were looking for a solution for 15,000 schools.

a ovde smo tražili rešenje za 15 000 škola.

Zato smo razmotrili razloge;

So we looked into why,

if these things actually work, why don't they actually scale?

ako te stvari zaista funkcionišu, zašto se ne prošire?

What happens is that when a typical NGO comes in,

Dešava se to da, kada tipičan NVO dođe,

they not only bring in their expertise

ne samo da donese svoju stručnost,

but they also bring in additional resources.

već donese i dodatne resurse.

So they might bring in money,

Možda će doneti novac,

they might bring in people,

možda dovedu ljude,

they might bring in technology.

možda donesu tehnologiju.

And in the 50 or 100 schools that they actually operate in,

U 50 ili 100 škola u kojima deluju,

those additional resources actually create a difference.

ti dodatni resursi zaista donose promenu.

But now imagine that the head of this NGO

Međutim, sada zamislite da rukovodilac ovog NVO-a

ode kod upravnika Odeljenja za školsko obrazovanje

goes to the head of the School Education Department

and says, "Hey, now let's do this for 15,000 schools."

i kaže: „Hajde da ovo uradimo za 15 000 škola.“

Where is that guy or girl going to find the money

Gde će taj muškarac ili žena naći novac

to actually scale this up to 15,000 schools?

da bi povećao opseg na 15 000 škola?

He doesn't have the additional money,

On nema dodatnog novca,

nema resurse.

he doesn't have the resources.

And hence, innovations don't scale.

Samim tim, inovacije se ne proširuju.

So right at the beginning of the project, what we said was,

Zato smo na početku projekta rekli:

"Whatever we have to do has to be scalable,

„Šta god da moramo da uradimo mora da bude prilagodljivo,

it has to work in all 15,000 schools."

mora da deluje u svih 15 000 škola.“

And hence, it has to work within the existing budgets

Samim tim, treba da funkcioniše u okvirima postojećeg budžeta

i resursa koje država zaista ima.

and resources that the state actually has.

Much easier said than done.

Lakše reći nego učiniti.

(Laughter)

(Smeh)

I think this was definitely the point in time

Mislim da je ovo definitivno bio trenutak

when my team hated me.

kada me je moj tim mrzeo.

We spent a lot of long hours in office, in cafés,

Provodili smo mnogo dugih sati u kancelariji, u kafićima,

ponekad čak i u barovima,

sometimes even in bars,

scratching out heads and saying,

češući se po glavi i govoreći:

„Koja su rešenja, kako ćemo rešiti ovaj problem?“

"Where are the solutions, how are we going to solve this problem?"

In the end, I think we did find solutions to many of the issues.

Mislim da smo na kraju pronašli rešenja za mnoge probleme.

I'll give you an example.

Daću vam jedan primer.

In the context of effective learning,

U kontekstu efikasnog učenja,

jedna od stvari o kojima ljudi govore jeste praktično učenje.

one of the things people talk about is hands-on learning.

Children shouldn't memorize things from books,

Deca ne treba da memorišu stvari iz knjiga,

they should do activities,

već treba da se bave aktivnostima,

and that's a more effective way to learn.

a to je mnogo efikasniji način učenja.

Which basically means giving students things

To u suštini znači davati stvari učenicima

like beads, learning rods, abacuses.

kao što su kuglice, štapiči za učenje, računaljke.

But we did not have the budgets to give that

Međutim, nismo imali takav budžet da to možemo da damo

to 15,000 schools, 2 million children.

za 15 000 škola, dva miliona dece.

Bilo nam je potrebno drugo rešenje.

We needed another solution.

We couldn't think of anything.

Ničeg se nismo mogli setiti.

One day, one of our team members went to a school

Jednog dana, jedan od članova mog tima je otišao u školu

and saw a teacher pick up sticks and stones from the garden outside

i video nastavnika kako sakuplja grančice i kamenje iz bašte napolju,

and take them into the classroom

donosi ih u učionicu

and give them to the students.

i daje ih učenicima.

That was a huge eureka moment for us.

To je bio veliki „eureka“ momenat za nas.

So what happens now in the textbooks in Haryana

Dešava se da sada u udžbenicima u Harajani

is that after every concept, we have a little box

nakon svakog koncepta imamo mali okvir

which are instructions for the teachers which say,

u kome su instrukcije za nastavnike koje kažu:

"To teach this concept, here's an activity that you can do.

„Da biste predavali o ovom konceptu, evo aktivnosti koju možete da uradite.

And by the way, in order to actually do this activity,

Uzgred, da biste sproveli ovu aktivnost,

here are things that you can use from your immediate environment,

evo stvari koje možete koristiti iz vašeg neposrednog okruženja,

whether it be the garden outside or the classroom inside,

bilo da je to bašta napolju ili učionica unutra,

which can be used as learning aids for kids."

koje se mogu koristiti kao sredstva za učenje za decu.“

And we see teachers all over Haryana

Vidimo kako nastavnici širom Harajane

using lots of innovative things to be able to teach students.

koriste mnogo inovativnih stvari da bi mogli da podučavaju učenike.

So in this way, whatever we designed,

Na ovaj način, šta god da osmislimo,

we were actually able to implement it

u mogućnosti smo to da sprovedemo

u okviru svih 15 000 škola od prvog dana.

across all 15,000 schools from day one.

Now, this brings me to my last point.

Ovo me dovodi do poslednje stavke.

How do you implement something across 15,000 schools

Kako primenjujete nešto u okviru 15 000 škola

and 100,000 teachers?

i 100 000 nastavnika?

The department used to have a process

Odeljenje je nekada imalo proces

which is very interesting.

koji je veoma zanimljiv.

I like to call it "The Chain of Hope."

Volim da ga zovem „lanac nade“.

They would write a letter from the headquarters

Napisali bi pismo u glavnoj ustanovi

and send it to the next level,

i poslali ga na sledeći nivo,

which was the district offices.

a to su okružne kancelarije.

They would hope that in each of these district offices,

Nadali su se da bi u svakoj od ovih okružnih kancelarija

an officer would get the letter, would open it, read it

činovnik dobio pismo, otvorio bi ga, pročitao

and then forward it to the next level,

i zatim ga prosledio na sledeći nivo,

which was the block offices.

a to su kancelarijski prostori.

And then you would hope that at the block office,

Onda biste se nadali da će, u kancelarijskim prostorijama,

neko drugi dobiti pismo,

somebody else got the letter,

otvoriti ga, pročitati i proslediti ga u nekom trenutku ka 15 000 direktora.

opened it, read it and forwarded it eventually to the 15,000 principals.

And then one would hope that the principals

Zatim biste se nadali da su direktori

dobili pismo, primili ga, razumeli

got the letter, received it, understood it

and started implementing it.

i počeli da sprovode.

It was a little bit ridiculous.

Bilo je pomalo smešno.

Now, we knew technology was the answer,

Znali smo da je tehnologija odgovor,

but we also knew that most of these schools

ali smo takođe znali da većina tih škola

don't have a computer or email.

nema kompjuter ili imejl.

However, what the teachers do have are smartphones.

Međutim, nastavnici imaju pametne telefone.

They're constantly on SMS, on Facebook and on WhatsApp.

Stalno su na SMS porukama, na Fejsbuku i Vatsapu.

So what now happens in Haryana is,

Tako da su sada u Harajani

all principals and teachers are divided into hundreds of WhatsApp groups

svi direktori i nastavnici podeljeni u stotine grupa na Vatsapu

and anytime something needs to be communicated,

i svaki put kada nešto treba da se saopšti,

it's just posted across all WhatsApp groups.

samo se objavi u svim grupama na Vatsapu.

It spreads like wildfire.

Širi se kao šumski požar.

You can immediately check who has received it,

Odmah možete proveriti ko je primio,

who has read it.

ko je pročitao.

Nastavnici mogu istog trenutka da postave pitanja radi razjašnjenja.

Teachers can ask clarification questions instantaneously.

And what's interesting is,

Što je zanimljivo,

it's not just the headquarters who are answering these questions.

na ta pitanja ne daju odgovore samo glavne ustanove.

Another teacher from a completely different part of the state

Drugi nastavnik iz sasvim drugog dela države

will stand up and answer the question.

će ustati i dati odgovor.

Everybody's acting as everybody's peer group,

Svi se ponašaju kao svačija grupa kolega

and things are getting implemented.

i stvari se sprovode.

So today, when you go to a school in Haryana,

Tako danas, kada odete u školu u Harajani,

stvari izgledaju drugačije.

things look different.

The teachers are back inside classrooms,

Nastavnici su se vratili u učionice

they're teaching.

i predaju,

Often with innovative techniques.

često pomoću inovativnih tehnika.

When a supervisor comes to visit the classroom,

Kada kontrolor dođe da poseti učionicu,

he or she not only checks the construction of the toilet

on ili ona ne proverava samo izgradnju toaleta,

but also what is the quality of teaching.

već i kakav je kvalitet predavanja.

Jednom u tromesečju,

Once a quarter, all students across the state

procenjuju se ishodi učenja svih učenika širom zemlje

are assessed on their learning outcomes

and schools which are doing well are rewarded.

i nagrađuju se škole kojima dobro ide.

And schools which are not doing so well

Škole kojima ne ide tako dobro

find themselves having difficult conversations.

nađu se u teškim razgovorima.

Of course, they also get additional support

Naravno, takođe dobiju dodatnu podršku

to be able to do better in the future.

da bi ubuduće mogle da budu bolje.

In the context of education,

U kontekstu obrazovanja,

it's very difficult to see results quickly.

vrlo je teško brzo videti rezultate.

When people talk about systemic, large-scale change,

Kada ljudi govore o promenama koje su sistematične i velikog obima,

they talk about periods of 7 years and 10 years.

govore o periodima od 7 ili 10 godina,

But not in Haryana.

ali ne i u Harajani.

In the last one year, there have been three independent studies,

Poslednjih godinu dana, sprovedena su tri nezavisna istraživanja

all measuring student learning outcomes,

koja su merila ishode učenja kod učenika,

which indicate that something fundamental,

koja ukazuju da se nešto suštinski bitno,

nešto jedinstveno dešava u Harajani.

something unique is happening in Haryana.

Learning levels of children have stopped declining,

Nivo učenja kod dece prestao je da opada

and they have started going up.

i počeo je da raste.

Haryana is one of the few states in the country

Harajana je jedna od nekoliko država u zemlji

which is showing an improvement,

koja pokazuje napredak,

and certainly the one that is showing the fastest rate of improvement.

a svakako pokazuje najbržu stopu napretka.

To su još rani znaci,

These are still early signs,

there's a long way to go,

ispred je dug put,

but this gives us a lot of hope for the future.

ali nam ovo daje mnogo nade u pogledu budućnosti.

I recently went to a school,

Nedavno sam otišla u jednu školu

and as I was leaving,

i dok sam odlazila,

I ran into a lady,

naletela sam na damu,

her name was Parvati,

zvala se Parvati,

she was the mother of a child,

bila je majka deteta

and she was smiling.

i bila je nasmejana.

And I said, "Why are you smiling, what's going on?"

Upitala sam: „Zašto se smejete, šta se dešava?“

And she said, "I don't know what's going on,

A ona je rekla: „Ne znam šta se dešava,

but what I do know is that my children are learning,

ali ono što znam je da moja deca uče,

they're having fun,

zabavljaju se,

and for the time being, I'll stop my search for a private school

i za sada prestajem sa potragom za privatnom školom

u koju bih ih poslala.“

to send them to."

So I go back to where I started:

Vraćam se odakle sam počela.

Can government systems transform?

Mogu li se vladini sistemi transformisati?

I certainly believe so.

Svakako da verujem da mogu.

I think if you give them the right levers,

Mislim da, ako im pružite odgovarajuća sredstva,

they can move mountains.

mogu da pomere planine.

Thank you.

Hvala.

(Applause)

(Aplauz)