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PROMOTING CHANGE IN ELEMENTARY
EDUCATION SYSTEM - OUTCOMES &
IMPACTS
Lokmitra Endeavours to Ensure Right of Each Child to
...
Education & Development of Out of School
Adolescents
About 113 Girls &
87 Boys (mostly
SC & Muslims &
above 14 years
age) ...
Education and Mainstreaming of Out of School
Children
In last one decade, about 3,000 OoSC were
mobilised and about half t...
Secondary Level Education of Dalit & Muslim
Girls
Supplementary
Education of Dalit
& Muslim Girls at
Junior &
Secondary le...
Education Program is guided by understanding
that …
• Education as a medium for social change. All children have right to ...
Education Program is guided by understanding
that …
• To eliminate discriminatory practices in society created by attitude...
Education Program is guided by understanding
that …
• School shouldn’t become the carrier of knowledge of only those that ...
Education Program is guided by understanding
that …
• Enactment of RTE Act from 2010 ushered Lokmitra in a new legal reali...
Promoting School Effectiveness for
Universal Enrolment & each Child’s Learning
• Inception of Lokmitra
took place in 1997
...
Transformation of School
A Case of Primary School of Sointha
Children’s attendance about 90%,
80% children of class 4 & 5 ...
Schools Improvement with Parent’s Participation
and Academic Support
Schools Improvement with Parent’s Participation
and Academic Support
Children’s Participation
Lokmitrs has been promoting Children’s
involvement in realization of their right right
from its i...
Improving the School Fromwithin
Concept Map of what makes School Effective
Activity System to Improve School from Within
• Listening to what others have to say is the starting point of learning.
Ac...
Outreach of Direct support to Schools
Lokmitra is working
with about 400
schools in seven rural
Blocks and urban
areas of ...
School Management Committee
and its Federation as Parent Association
During 2005 to 2010 Lokmitra evolved about 500 SMCs a...
Issue of Teachers Capacity
• How can School promote the right of each child to learn and grow,
given that..
– Teachers are...
Promoting Teachers as Learning Community for
enhancing Capacity & Motivation
To address low capacity & motivation of teach...
People based advocacy with Government &
Political System - Conception & Work of Basic
Shiksha Manch
It started in 2006 wit...
Outcome & Impact of Basic Shiksha Manch
Introduction of RTE Bill in Lok Sabha (instead
of Rajya Sabha) so that it is not l...
Parent & Teacher can work together to
transform the school and education system
so that all Government Schools will be
suc...
Impacting Elementary Education - Work of LOKMITRA July 2013
Impacting Elementary Education - Work of LOKMITRA July 2013
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Impacting Elementary Education - Work of LOKMITRA July 2013

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Lokmitra is working in Uttar Pradesh for ensuring that all government schools are successful with universal enrolment and each child learning. Lokmitra adopts multi pronged and multi level approach to promote systemic change in elementary education. It is bringing Parents, Teachers and CSOs in collaborative association to transform the school from within and system wide. Work of Lokmitra has generated many innovative practices with encouraging results.

Published in: Education
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Impacting Elementary Education - Work of LOKMITRA July 2013

  1. 1. PROMOTING CHANGE IN ELEMENTARY EDUCATION SYSTEM - OUTCOMES & IMPACTS Lokmitra Endeavours to Ensure Right of Each Child to Learn
  2. 2. Education & Development of Out of School Adolescents About 113 Girls & 87 Boys (mostly SC & Muslims & above 14 years age) have competed three to four month Residential Camp. About 445 adolescents enrolled in village based Centres out of about 800 identified as Out of School in 25 villages of Deeh & Chhatoh Block of
  3. 3. Education and Mainstreaming of Out of School Children In last one decade, about 3,000 OoSC were mobilised and about half them joined schools for regular education. Ye ar saw so m e g o o d o utco m e o f e arlie r e ffo rt with Scho o lDro po ut. Ms Ne e ta Maurya, o ne o f such g irl, who g o t suppo rt fro m Lo km itra in ye ar 20 0 0 , jo ine d Lo km itra in 20 1 2 as Te ache r. She is in 3 rd ye ar o f he r Graduatio n. About 400 of such children were rag picked in Lucknow City. Many of them also started school. After enactment of RTE Act, School Children being encourages to identify OoSCs and SMCs are ensuring that children get enrolled.
  4. 4. Secondary Level Education of Dalit & Muslim Girls Supplementary Education of Dalit & Muslim Girls at Junior & Secondary level has enabled them to complete Senior Secondary. About 60 Girls are pursuing College level Education. Girls intend to be productively employed and make social change.
  5. 5. Education Program is guided by understanding that … • Education as a medium for social change. All children have right to learn and adults’ responsibility is to ensure that. Children’s Right should be ensured through system of public education and without any additional cost implication for the parents. Elementary education of all children is essential for social transformation imbued with democratic values, equity & justice, as has been aimed in Indian Constitution. • Conception of School has been historically an important event that subsumes the importance of a place where knowledge and wisdom of humanity is passed on from one generation to the younger generation in a way that prepares them to re evaluate, recreate that knowledge in present context for newer challenges faced by humanity. • School can gives equal opportunity to all for learning and growth that is not possible if children stay with respective families.
  6. 6. Education Program is guided by understanding that … • To eliminate discriminatory practices in society created by attitudes & behaviours resulting differentiation of people on ground of race, caste, class, gender School education should make special effort by being pro excluded. • Lokmitra follows the Learning Principle suggested in National Curriculum Framework 2005. According to it each Child will construct its own Knowledge, based on its experiences. Role of Teacher is to provide children stimulating learning environment and facilitate children’s learning. Children have natural curiosity to know the world. • Use of Mental Mapping, Concept Mapping assists adults in better learning. It can also be used in planning learning session. Being able to dialogue, helps in effective learning.
  7. 7. Education Program is guided by understanding that … • School shouldn’t become the carrier of knowledge of only those that are up in the hierarchy and ignoring the life experiences and challenges for those at the bottom rung. • To promote systemic change, Lokmitra continues to believe and pursue in evolving collective of deprived parents’ and concerned teachers. Deprived Parents have real stake in improving the government elementary education system. They can be mobilized for such objectives whose benefit comes in long term. • A critical mass of Teachers could become change agents as they want to be proud teachers with sense of responsibility. • Education is a complex subject. We need to build consensus, with deeper understanding among diverse set of people. Family space also needs to be made more democratic and conducive for development of the child.
  8. 8. Education Program is guided by understanding that … • Enactment of RTE Act from 2010 ushered Lokmitra in a new legal reality that has its own challenges. Lokmitra is hopeful that investing on some key on processes that will pave the way for next round of legislative changes and redefining of development priorities. • School Management Committees with 2/3rd parents, can be facilitated to federate at Cluster and Block level to carve space for their mutual learning and learn how to make government machinery and legislatures accountable. • In order to ensure that all children get educational right to learn through government schools, Lokmitra started making multi-dimensional and multi-level efforts in Uttar Pradesh since 2005. This approach is giving synergy and carving space to intervene. Lokmitra is able to overcome internal human resource constraints through organisational culture of group learning, Knowledge Management & balanced matrix structure.
  9. 9. Promoting School Effectiveness for Universal Enrolment & each Child’s Learning • Inception of Lokmitra took place in 1997 with its engagement in three goverment primary schools . • Now with wide acceptance of its practices, it is directly supporting over 400 rural schools of seven blocks in four districts and with 50 urban schools in Raebareli and Lucknow.
  10. 10. Transformation of School A Case of Primary School of Sointha Children’s attendance about 90%, 80% children of class 4 & 5 able to read textbooks and do mathematics. 50% children of class 2 & 3 can read textbooks and express. There is a healthy rapport between the teachers and students. There is high engagement among teachers, parents and SMCs. School adopts transparency in transactions. There is mutual trust between teachers and parents.
  11. 11. Schools Improvement with Parent’s Participation and Academic Support
  12. 12. Schools Improvement with Parent’s Participation and Academic Support
  13. 13. Children’s Participation Lokmitrs has been promoting Children’s involvement in realization of their right right from its initial years. Effectiveness of such effort resulted in nomination of, Mr. Narendra, who was engaged while in Primary School, by UNICEF to participate in ‘Junior-8’ Summit at Rome in 2009. Now he has joined Lokmitra as Support Teacher & completing his Graduation. Children of a class are getting organised in small groups and from each group one child gets represented to constitute Bal Manch (Child Parliament). Teacher group and SMC members are getting motivated to involve them in some decision of school and get feedback on functioning of school. Children also encourage thei opinion
  14. 14. Improving the School Fromwithin Concept Map of what makes School Effective
  15. 15. Activity System to Improve School from Within • Listening to what others have to say is the starting point of learning. Activity System provides opportunity so that each one is listened. • Responsibility to fulfil each child’s right to learn in classrooms should be shared with all children, all teachers principal and parents. Parents and teachers work together to create a better classroom, sharing responsibility. • Teachers respond to children’s responses toward learning. They are required to consistently listen & pursue creative teaching by responding to children. • Weekly meetings of teacher to discuss case studies based on classroom observation is at the heart of school management. Case studies focus on learning as experienced by children in their classrooms and their learning from each other. • Children are organized in collaborative learning system in groups of 6-8 children, enabling learning from each other. Enabling schoolchildren’s active, cooperative and reflective learning.
  16. 16. Outreach of Direct support to Schools Lokmitra is working with about 400 schools in seven rural Blocks and urban areas of Lucknow & Raebareli. About 100 of them are getting support for promoting children’s Learning. Lokmitra has well documented Language Teaching Practice and same is getting printes for use by school teachers.
  17. 17. School Management Committee and its Federation as Parent Association During 2005 to 2010 Lokmitra evolved about 500 SMCs and advocated for suitable provision in RTE Act & Rules. To address the powerlessness of parents in engaging with school system and for their continuous learning. By 2004, 13 Cluster level & 1 Block level Parent Association got initiated with bi-monthly meetings. Now practice got extended to five Blocks and getting extended to many other within the state and other states through other NGOs. About 200 persons from 60 Development agencies have got direct exposure the the work of Lokmitra. Since 2011, proper formation of SMC , their CB, regular meeting and support to Parent Association is underway with encouraging results. After Block level meeting, ten parents travelled 35 Km to Raebareli town to demand more teachers in the Chhatoh Block (July 2013).
  18. 18. Issue of Teachers Capacity • How can School promote the right of each child to learn and grow, given that.. – Teachers are not suitably prepared. There is little on hand support. – In service Training is fragmented and top driven, detached from the reality of class room. Teachers’ own Construction of Knowledge, gets undermined as no reflecting on experiences to analyze and draw conclusions, takes place. – Tradition of teaching practices among teachers overshadows their limited & disjointed knowledge of Theory of Learning. – Teachers prefer to follow their own set pattern, mostly promoting learning by rote, taking up lessons from text books, without any regard to students comprehension and learning need. – There is limited opportunity & urge for peer learning. When teachers do informally interact among themselves, no focused exploration of subject, reflection on practices takes place.
  19. 19. Promoting Teachers as Learning Community for enhancing Capacity & Motivation To address low capacity & motivation of teachers, Practice of Teachers’ Learning Forum evolved in 2007 in one Block and now it is getting spread to about 10 other Blocks of four districts, reaching out to about 600 teachers. Teachers Learning Forum is being promoted as voluntary initiative of teachers in which they periodically assemble on holiday to share their teaching practices, learn from each others experiences & also get exposed to progressive theories in education. In this way not only good practices get shared, peer reviewed, but also a culture of participatory learning gets promoted (contrary to top driven & non-participatory training). Lokmitra also did Policy Advocacy for promoting the idea of Peer Learning among teachers. Now Peer Review at Cluster level has become part of New
  20. 20. People based advocacy with Government & Political System - Conception & Work of Basic Shiksha Manch It started in 2006 with a convention of parents from 10 districts held in Lucknow. In 2007, during State Assembly Election Campaign, idea of coalition of Basic Shiksha Manch emerged, while taking a collectively prepared Charter of Demand to contestants. Followed by Advocacy on RTE Bill in 2008 and 2009 by inviting political parties, distinguished persons (Vinod Raina). Campaign during Parliamentary Election. Four Issues of Bulletin (GUHAR) were published and presented to MLAs and Policy makers for reform in education system. In pre RTE era, about 200 NGOs from about 60 districts have been mobilized.
  21. 21. Outcome & Impact of Basic Shiksha Manch Introduction of RTE Bill in Lok Sabha (instead of Rajya Sabha) so that it is not lapsed. Model Rule under RTE Act Influenced for suitable provision under SMC. State Rules was influenced with better provisions of SMC, like 11 parent members, democratic formation, representation from each class, Chairperson & Vice Chairperson from parents. Government Letter in June 2012 for better start of School Session as has been suggested. Government Letter of 18th March 2013 for Enrolment and Survey of OoSC in May & June. Modification in Rules of SMC and advocacy for its timely and proper reconstitution.
  22. 22. Parent & Teacher can work together to transform the school and education system so that all Government Schools will be successful in ensuring that all Children enjoy coming to school and Learn to make a Better World where there is no deprivation, discrimination and pain. We are are Optimistic

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