2. Defining the Problem
More than 50% children in Grade 5 cannot reada Grade 2
level text in India.
Over 70% of children drop outbefore
completing schools.
By 2022 over 250 million young people are estimated to enter
the Indian workforce.
– National Skill Development Council, India
- NCERT Data
– Annual Status of Education Report
3. Founded in 1995, Pratham has grown from
a one city organization to a national
organization with an international impact.
From a service delivery organization to
a policy impact institution that has
come up with innovative solutions
in pedagogy and delivery of education models.
4. Awards and Recognition
2012 WISE Prize for Education, Qatar Foundation
Dr. Madhav Chavan awarded the prestigious WISE Prize for Education 2012
which has been likened to the Nobel Prize in Education
2013 Pratham among Top 100 NGOs in the World – Global Journal
Pratham was named one of the 'TOP 100 NGOs' in the world by The Global
Journal for the second year in a row
2014 BBVA Foundation ‘Frontiers of Knowledge’ Award
Awarded for Pratham’s ability to deliver quality education to millions of
disadvantaged children & evaluate results
2011 Skoll Award for Social Entrepreneurship
Skoll Award for Social Entrepreneurship awarded to Dr Madhav Chavan at
Oxford
2010 Henry R. Kravis Leadership Prize
Claremont McKenna College chose Pratham as the recipient of the fifth annual
Henry R. Kravis Prize in Leadership
2013 PBS NewsHour report on Pratham
PBS NewsHour featured Pratham as part of its ’Agents for Change’ series to
showcase the innovative ways Pratham helps communities solve problems
5. Read India and Urban Program
Annual Status of Education Report (ASER)
Pratham Open School of
Education (Second Chance)
Pratham
Institute
Early Childhood Grades 6 to 9 Youth and AdultsGrades 1 to 5
Pratham’s Flagship Programs
7. ASER
Enrollment levels were
high in primary schools,
but there was no
information on learning
outcomes.
ASER is born. Conducted
every year since 2005
10th ASER
2004 2005 2014
Established in 2008, as a specialized, independent
unit within the Pratham network, ASER Centre is a
not for profit company, registered under Section
25 of the Companies Act 1956. Activities by the
ASER Centre include:
• The Annual Status of Education Report
• Research and evaluation studies
• Capacity building and training
• Measurement, monitoring & evaluation unit
• Communications
8. LETTER WORD
STORY PARA
ASER Testing Tool
Groups children based on their learning levels and not age or grade…
Groups children based on their learning levels and not age or grade…
9. ASER: Latest Findings
ASER 2013 was the 9th annual survey conducted by the ASER Centre.
ASER 2013 surveyed 600,000 children in over 300,000 households, covering 16,000
villages in 550 rural districts of India. Over 500 organizations, and over 30,000 volunteers
helped conduct the survey.
Key Findings on Learning Levels
Reading Arithmetic
10. Impact
India
ASER has been instrumental in helping to move the focus of education policy discourse
in India from schooling to learning. Today, it is the only source of annual, national data
on children’s learning levels.
Regular mention in the Economic Survey of India
ASER findings cited in the Education Chapter of the XII Five Year Plan (2012-17) plus other
education policy documents.
ASER Centre has partnerships with state governments for evaluating various programs.
Global
• The ASER model has spread organically to other countries - Kenya, Tanzania, Uganda,
Pakistan, Mali, Senegal and Mexico.
• The unique household based, citizen-led approach is referred to in many
international discussions on models for educational assessment.
12. Read India
2007
Launch of
Read India
campaign
2005
First
ASER survey
Partnerships
with
governments
Large-scale
youth
mobilization
Large-scale
direct work in
communities
and schools
Learning
improvement
programs
Twelfth 5-year plan
outlines the focus
on learning
outcomes
2012
2013
Launch of
Read India
Phase III
Read India Phase III
Active in 20 states
• Spread over 250 rural
districts
Two pronged approach:
• Direct intervention
through Learning camps
• Indirect intervention
through Government
partnerships
Pratham's flagship
program that aims to
improve the reading,
writing and basic
arithmetic skills of
children between 6-14
years.
13. LAUNCH YEAR Read India launched in 2007. Phase III began in 2013.
TARGET GROUP Students in primary grades or of 6-14 age group
OBJECTIVE Improve learning outcomes in reading and arithmetic
DURATION
20 to 30 teaching days, on average
OR
Reading classes through the school year in case of partnerships
STRUCTURE Learning Camps or Classes
LOCATION Schools and Community spaces
MODEL
• Assessment and selection of target students
• Reading and arithmetic program through CAMaL method
REACH (2013-14)
Reached ~450,000 children in rural areas
Over 4 million indirectly through government partnerships
Initiated in 2013 with the adoption of Learning Camps across areas of intervention in
rural India. Government partnerships were instrumental in mass scale up.
Read India Phase III
14. • Reach in 2013-14 (up till April)
– 450,000 children
– 176 blocks (group of approx. 100 village) and about 6,500 schools
– Directly impacted and measured learning levels of over 290,000 children
Read India: Direct Intervention
Andhra Pradesh,
34175
Assam, 10381
Bihar, 3712
Chhattisgarh, 22158
Gujarat, 17094
Jharkhand, 2069
Karnataka, 4856
Madhya Pradesh, 8245
Maharashtra, 21901
Odisha, 24297
Punjab, 1599
Rajasthan, 30440
Uttarakhand, 5205
Uttar Pradesh, 28589
West Bengal, 16137
0
100
200
300
400
500
600
700
800
900
1000
Schools and Children Impacted
Schools
15. Read India: 3x Increase in Language Camps
Steps in a Learning Camp:
1. Mobilization: Engage the community and
school authority. Get village volunteers on
board and conduct training. Do baseline
assessment of children. Plan based on
results.
2. Conduct Camps: Select target group. 3-5
camps conducted for 5-10 days each.
3. Closure: Impact evaluation and way forward
Results show:
• 53% children can read at least at Grade 2
level (Story) – fluent readers up by ~6x
• Children read at least at Grade 1 level
increased (Para) from 23% to 80%
• Children unable to recognize even letters
reduced to almost zero
• With an extra 4th or 5th camp the % of
readers increases by 15-20%
22%
1%
29%
8%
26%
12%
14%
27%
9%
53%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Baseline Endline
Reading: Local Language
Story
Para
Word
Letter
Beg
16. Read India: Impact in Arithmetic Camps
12%
42%
10%
24%
22%
21%
68%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Baseline Endline
Number Recognition
Beginner 0-9 10-99 100-999
59%
88%
39%
75%
27%
65%
15%
48%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Baseline Endline
Operations
Add Subtract Multiply Divide
• 80% of children able to recognize at least 2-digit numbers saw a 2 fold increase
from the baseline
• 3 fold increase in students able to recognize 3-digit numbers
• Increase of 30 percentage points in children who can perform mathematical
operations
17. – Intensive learning camps in
new villages selected in the old
blocks - 30 days of intervention
per school
– Inclusion of intervention for
children in Grades 1 and 2
– Follow up camps in pre-
selected villages of old blocks -
10 days of camp activity per
school
Read India: Way Forward
In 2014-15, Learning Camps will be conducted in 181 blocks across 18
states. Activities will include:
18. Read India: Government Partnerships
• Types of partnerships varied – block, district and state level
• Key elements of engagement with the government:
– Training
– Material creation and provision
– Assessment
– Teaching at the right level
• Carrying forward to 2014-15:
– Increased reach in the partnership with the Maharashtra state
government across the state
– Introduction of partnership in Himachal Pradesh, for both the primary
and upper primary levels
4 million children reached through Govt partnerships in 2013-14
19. Urban Program
• Largest reach in the following states:
– Maharashtra: Over 100k children
– Delhi: ~66k
– Bihar: ~23k
– Andhra Pradesh: 17k
• Three main interventions:
– Library program
– Balwadi (pre-school) and Anganwadi support
– Learning camps
• Future Plans - In 2014-15, the program expected to continue in 26
cities across 10 states
In 2013-14, program operated in 30 cities across 10 states, reaching
over 350,000 children
21. Program Overview
The program, launched in 2005, aims to:
– Target large-scale information
dissemination about jobs
– Enable access to training to reach
employability
– Enable certification of skills
– Provide subsequent employment or
entrepreneurship opportunities
The syllabus for each course is formed in
partnership with industry leaders so that the
training is done according to the standards set by
employers and is therefore market relevant.
States with
vocational training
presence
Pratham Institute aims to systematically address the problems that exist
in the vocational training landscape in India.
appleapple
22. • Hospitality (Taj Group of Hotels)
• Construction (Larsen & Toubro)
• Automotive (Tata Motors)
• Bedside Assistance (Healthcare
Sector Skills Council)
Program Verticals
Industry Specific Placement
Linked Training Programs
Entrepreneurship Training &
Opportunities
• Beauty (Godrej)
• Tailoring
23. Process of Engagement
Both processes of assessment of core competencies and
post placement tracking are recent initiatives with the aim
of reducing job attrition and strengthening the impact of
the program with youth.
Assess core
competencies
Create awareness of
training and job
opportunities
Provide vocational
training in
partnership with
industry leader
Assess and certifyJob placement
Post placement
tracking
24. Learn Now Pay Later Scheme
• To enable the program to be:
• Financially feasible for the target audience
• Less donor dependant and self sustainable
Aim
• Based on their financial status, students are asked to pay
a certain amount of the fees during training, and the
remainder through monthly installments post placement
Description
• The total per student cost for the 3 month residential
training at our training centers includes mobilization,
training, food, boarding, placement and post placement
tracking
Costs
25. Impact
Placement Rates
Change in Financial
Status
Hospitality: 95%
Construction: 75%
Automotive/Bedside Assistance: c. 50%
• Average monthly family income* of our
student body: $65
• Post completion of training, average family
income increases to $173
*Average family size = 4 people
.
28. Second Chance Program
About the program:
Target Audience: Drop out girls age 16+
years
Duration: 12-18 months
Structure: Daily program
Location: Centres
Model: Intensive sessions with faculty
followed by help from tutors at the
cluster
Curriculum: Secondary school
Helping girls who have dropped out earn a high school degree.
29. Program Structure
The program is structured into two parts:
Foundation Course
• A three month course at the start of the
program helps bridge the gap between
basic concepts and the secondary school
curriculum.
• Helps identify and select those students
who are motivated to learn further and
ready to handle the secondary school
curriculum
Post Foundation Course
• A six month post foundation course
prepares students for the Grade 10
examination
30. Implementation Model
• Subject wise faculty members at
residential and non-residential “hub
centers” at the block level conduct
full-day classes for 5 days every
month.
• Trained tutors follow up with the
students and guide them through the
course at “cluster centers” at the
village level for the rest of the month.
Hub Center
4 Faculty
members
Cluster
Center 1
1 Tutor Cluster
Center 2
1 Tutor
Cluster
Center 3
1 Tutor
Cluster
Center 4
1 Tutor
Cluster
Center 5
1 Tutor
The program is modeled in a ‘Hub and Spoke’ format.
33. Please note:
• In 2012-13 the overall pass percentage before students appeared for their supplementary
exams was 36%
• For 2013-14, students are yet to appear for the Supplementary exam and so the pass
percentage may further increase.
58%
77.91%
82.62%
40%
50.88%
67.33%
2011-12 2012-13 2013-14
Result Comparison
Appeared Percentage Pass Percentage
Results Over 3 Years Continued
34. For more details please visit:
www.pratham.org
www.asercentre.org
www.prathaminstitute.org
Editor's Notes
Talking points (By Shailendra)
India faces 3 major issues in Education sector as it attempts to overcome the historical legacy of “exclusion” to “inclusion” for its 200 million children. They are:
About 96% children are enrolled in schools but more than 50% in Std 5 cannot read a text of Std 2 level.
Inadequate contemporary research and lack of data to advocate evidence based planning. Today’s challenges are sought to be addressed using yesterday’s tool.
About 70% children not completing the secondary schooling or completing with inadequate skills required for modern economy.
Talking points (By Shailendra)
India faces 3 major issues in Education sector as it attempts to overcome the historical legacy of “exclusion” to “inclusion” for its 200 million children. They are:
About 96% children are enrolled in schools but more than 50% in Std 5 cannot read a text of Std 2 level.
Inadequate contemporary research and lack of data to advocate evidence based planning. Today’s challenges are sought to be addressed using yesterday’s tool.
About 70% children not completing the secondary schooling or completing with inadequate skills required for modern economy.
You can talk about the age group these programs serve and the current reality in each age group.
You can focus more on the how actually the data is collected and the report is arrived . Insist on the 10th year and how you mobilize volunteers
You can talk about these testing tools available in various languages and how it help you in identifying the child’s reading levels. (letter level, word level, sentence level, and Para)
Change the font color to Black . You can stress the impact both national and international
Change the font color to Black . You can stress the impact both national and international
Just say one highlight in each phase and the key learning from them. ( Change Fonts color.)
Just key highlights of 2013 ,the challenges and how you overcame them.
Just share the highlight- max no of children reached and where you face max challenge. Change Fonts again.
Walk through the steps on how you plan and execute learning camps. . Stress on which level you see max improvement among children and why and what does it tell about Learning camps ?
Talk about where you see max improvements
Stress the goal and objective for 2014-2015 – Again change the font colors.
Change font color. Stress on the new target number and expansion of partnerships
Change font color.Focus on the Balwadi and Anganwadi other than learning camps.
Change font colors.
Talk briefly about what you mean by hospitality training, construction, Automotive ,Beauty. . What skills do they learn and how long it takes
Talk briefly about what you mean by hospitality training, construction, Automotive ,Beauty. . What skills do they learn and how long it takes
Talk briefly about what you mean by hospitality training, construction, Automotive ,Beauty. . What skills do they learn and how long it takes
It is also imp. to note that the avg family income of INR 3,900 is from other earning members as our target student population is predominantly unemployed. So the jump (INR 3,900 to INR 10,400) is because of them gaining employment
Talk briefly about what you mean by hospitality training, construction, Automotive ,Beauty. . What skills do they learn and how long it takes
For the second chance program in 2014-15, we intend to maintain the number of centers at 30. Therefore the student enrolment is likely to remain the same (approximately 3000 students).
For Pratham Supported Schools, the number of schools will increase to 490 schools, reaching out to at least 14,600 Students. (This increase is due to ITC and BPCL grants)
