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TeamInvictus

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TeamInvictus

  1. 1. Manthan Topic: Stepping Stones Enhancing the quality of primary education in India Compounded Learning Gap A new citizen driven intervention programme to bridge the gap Team Details 1. Suraj Kumar Sahoo , Chemistry 2. Faizan Mohd. , Chemistry 3. Vishnu Vinjam, Computer Science 4. Barkha Bansal , Energy Science 5. Parul Maheshwari, Engineering Physics IIT Bombay
  2. 2. Challenges in Education Sector • School facilities and infrastructure has improved over time •Based on the RTE norms, the teacher to pupil ratio also shows improvements Infrastructure •Over 99 percent of the teachers fail to clear Central Teacher Eligibility Test •B.Ed programme is too short and focuses on “rote memorisation” rather than “teaching for understanding”. Pedagogy •Teacher absence in rural India was still around 24% in rural India in 2010 • The fiscal cost of teacher absence was estimated at around Rs. 7,500 crores/ year Governance •The government policies today are focused highly on input based measures for improving education quality and no consideration is paid towards outcome oriented Govt. Policy *Statistics for Rural India
  3. 3.  Inputs like improvements in infrastructure and teacher-pupil ratio have little effect on learning outcomes of students  Learning levels of students dropping in many states since RTE came in to effect  Using summer vacation of students for remedial and additional learning  Involving educated and skilled students & professionals as tutors Need for Outcome oriented approach  Parents increasingly preferring private schools to government  Children opting for private tuition to supplement school Increasing cost of Education  Huge gap between standard and aptitude of children  School teachers not motivated or skilled to bridge the gap  Any permanent policy reform will take years for improvements to materialise, which would not address needs of students today Need for Intervention programmeNeed to Expand Schooling system A ‘business as usual’ approach cannot solve the problem. It requires a structural change in our thinking of the problem
  4. 4. Establishing a local network of citizen tutors, utilizing existing educational infrastructure during vacations to bridge learning gap in students by targeting current learning levels of a child •Enrolled in government schools •Lacking basic reading & arithmetic skills Students • Unutilised Government educational infrastructure in summer months Schools •College Students • Working professionals •Educated and Skilled Citizens Supplemental Remedial Instruction  Accelerated 4 week programme during summer vacations targeted to bridge learning gap among students Local Network of Citizen Tutors  Selection of teaching associates (tutors) after training in pedagogy and bloom’s taxonomy  2 week residential programme for instruction in schools Monitoring  Identification of students into different grades based on aptitude  Continuous evaluation and outcome driven approach  Special focus on underperforming schools and districts Outreach  Branding and Publicity to attract the best talent to be tutors  Forging tie-ups with corporates for adopting schools and districts Merits of the Policy  Dictates a quick and efficient way of imparting targeted knowledge to students through the use of minimum resources  Easy to fit in the current scenario and scalable to the entire country Stakeholders Implementation
  5. 5. Students & Professionals • Command in English & Math Workshops • Training in pedagogy Recruitment • Tutors mapped to schools School • Accelerated programme in vacations • Leadership Development Opportunity • Exposure to ground realities & experiences • Building Curriculum Vitae • Corporate Opportunities • Social Responsibility • Workshops organized across the state • Trained in bloom’s taxonomy & pedagogy • Recruitment of teaching associates • 2 week residential programme • Stipend covering travel and living expense 100,000 tutors trained across the nation every year Outreach to remote and economically backward sections of the population Why Volunteer..?Tutor Programme Network of Citizen Tutors
  6. 6. Supplemental remedial instruction targeted to improve child’s current aptitude through differential grading and focussed learning exercise  Develop a grading system based on practical skills and foundational knowledge of a child  Prepare a unique exam to allot a child a particular grade  Target is to increase the aptitude of students by 1 grade  Monitor the progress through-out the 4 week programme Differential Grading Focussed Learning Curriculum Subjects Tools People • Maths – arithmetic • English – Reading. Writing • Games • Exercises • Videos • Practical Experiences • Educationist • NCERT • NGOs • Navodya Vidyalaya Curriculum is aimed at significant learning gains through intervention programme & community participation  4 week accelerated intervention programme during summer months  Learning exercises suitable for a child’s aptitude targeted towards improving performance  Specially designed curriculum that focuses on building foundational skills in different genres rather than rote memorization
  7. 7. State Coordination Unit Planning and Execution Finance Media IT Team Curriculum  Tie-ups with corporate for Sponsorships and participation  Management of funds and expenditure Incurred  Print and Television  Outdoor and online publicity  Publicise the scheme as a brand  Reaching out to colleges and corporates  Back-end support  Data collection  Website  Recruitment Coordination Organizational Structure
  8. 8. State Coordination Unit Planning & Execution Department District Committee Planning and Execution team Recruitment Team Workshop Organisers Curriculum Design Department Planning & Execution Team • Set targets & prepare a year long strategy • Identify critical villages and economically backward sections and associated government infrastructure • Special focus on under- performing centers • Coordination among different departments for smooth functioning • Logistics involved in travel and accommodation of associates Recruitment Team • Hiring of teaching associates • Mapping of teaching associates to different centers • Monitor the performance of teaching associates • Distribution of awards to best performing teaching associates • Collaborate with media team to get the best talent Workshop organisers • Approach educationists and pedagogy researchers to conduct seminars and workshops • Organise workshops and conferences in the particular districts • Train college students and full time working professionals • Ensure proper knowledge transfer from previous year’s experiences Curriculum Design Department • Develop a grading system based on practical skills and foundational knowledge of a child • Develop a focussed 4 week learning programme for a particular grade • Build a need specific curriculum with expertise from educationists • Develop a mechanism to monitor the performance to students and associates Organisational Structure contd.
  9. 9. Financial Requirements Total Expenses Media IT School cost Tutor Student Resources Planning and Execution Curriculum & Workshops Rs. 1.2 crores (Stipend) Rs.60 lakh-Travel allowance Rs. 60 lakhs Rs. 5 lakhs Rs. 10 lakhs Rs. 5 lakhs Rs. 2 crores Corporate Engagement encouraging big companies to adopt districts or schools aiding in technical, human and financial resources will make the scheme sustainable, robust and up to date Annual cost for programme running in 1000 schools per state
  10. 10. No one left behind... Because every child matters !  Remedial instruction programme  Improving basic Arithmetic  Reading and Writing Skills  Reduce Compounded Learning Gap  Reducing private tuition cost  Focussing on learning outcomes  Ending education inequity  Community involvement  Learning in summers  Online interface & resources  Bloom’s Taxonomy  Using educational tools  Videos, games & exercises  Mini experiments  Growing network every year  Opportunity to transform lives of children  Leadership Skills in tutors  Better monitoring & attention 0.1 Million Tutors Impact 5 Million students Impact of Solution Highly cost effective solution, easily scalable through effective tutor network Reaching out to new schools and students
  11. 11. Challenges & Risks • Government fails to understand the importance of intervention programme • Funding to expand the programme Governance • Insufficient training of associates • Associates not fully equipped to teach in desired fashion Tutors • Fail to understand the utility of programme • High absenteeism and drop out rates • Curriculum not parallel to requirements Students Mitigation Steps • Tie up with corporates and engage their resources to supplement government expenditure • Ensure proper branding and media publicity to attract best tutors • Awards and incentives for best performing associates • Monitoring performance of students through an outcome driven approach & continuous evaluation • Travel allowance for students to attend school • Building curriculum with education experts, NCERT and NGOs Our model utilizes existing government machinery and community participation to minimize the aptitude gap in students and faces these issues...
  12. 12. 1. Teach for India. (2012). India’s Education Crisis. Retrieved from http://www.teachforindia.org/about- us/indiaeducation-crisis 2. ASER. (2012). Annual Status of Education Report, 2012. Retrieved from http://www.pratham.org/file/ASER- 2012report.pdf 3. Kumar, Pramod G. (2013, Jan 22). Why the State of India’s Primary Education is Shocking? First Post. Retrieved from http://www.firstpost.com/india/why-the-state-of-indias-primary-education-is-shocking-598011.html 4. Muralidharan, K. (2013, March 18). Using evidence for better policy: The case of primary education in India. Ideas for India. http://www.ideasforindia.in/article.aspx?article_id=119 5. Ojha, Anjali. (2012, July 9). 95% schools don't comply with RTE guidelines: Study. DNA India. Retrieved from http://www.dnaindia.com/india/1712602/report-95pct-schools-don-t-comply-with-rte-guidelines-study 6. Financial Express. (2012, May 12). Education’s Primary Problems. Retrieved from http://www.financialexpress.com/news/education-s-primary-problems/948273/2 7. Balasubramanian, Sriram (2013, May 27). Primary Education in India needs a fix. Forbes India. Retrieved from http://forbesindia.com/article/briefing/primary-education-in-india-needs-a-fix/35287/1 8. Financial Express. (2013, July 23). Education’s primary problems. Retrieved from http://www.financialexpress.com/news/education-s-primary-problems/948273/1 Appendix – Resources

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