This document summarizes the agenda and activities from the School Choice National Conference in 2013. It discusses the Centre for Civil Society's work over the past year to promote school choice, accountability, and affordable education options in India. Some of the key initiatives discussed include research on the impacts of school choice, a voucher program for skills training, a girl's school voucher pilot program, and efforts to make data on the Right to Education Act and K-12 education more accessible online. Goals for 2014 include furthering research, expanding advocacy coalitions, and addressing barriers to education access and quality.
10 Steps for Transformation Education in India by Dr.Mahboob ali Khan Phd Healthcare consultant
Most of the steps needed to transform the quality of education in India do not require policy change or a new educational policy. Yet, these steps are not getting taken because there is no visible crisis pushing us to act. Only a few points in my list below – like the creation of a cadre of Indian education civil services, replacing the policy of schools within a kilometre of every habitation with a free transport to the nearest school policy – are policy-level issues.
Dr Vaneeta Aggarwal Explains a very first major Reforms in view of New Education Policy 2020 in India. Internationalization of Higher Education and ways to achieve it
The National Policy on Education (NPE) was formulated to boost the spread of education amongst the citizens of the country by the Government. This Education Policy envelops the elementary education in all the parts of the country.
www.teachforpakistan.edu.pk
Teach For Pakistan is a nationwide movement of graduates and young professionals who will commit two years to teach in under-resourced schools and go on to become lifelong leaders working from across all fields to expand educational opportunity.
The Teach For Pakistan Fellowship is a full-time, paid position that will allow participants to develop leadership and professional skills that are highly transferable from teaching to other fields including public policy, business, management and journalism. This experience is compatible with the pursuit of a very broad range of personal and professional goals, and can increase participants' ability to make an impact in the long run. Throughout the two years, Fellows will be provided on-going teaching support as well as various networking and mentoring opportunities for professional and career development.
Education for All in India: Financing India's Elementary EducationJonathon Flegg
India's Sarva Shiksha Abhiyan (Education for All) Scheme is the biggest education financing programme of its kind in the world. This presentation addresses the major problems currently facing the financing of the system's, and proposes a new "grand bargain" to make the system work better for all Indians.
The Funding of School Education - Connecting Resources and LearningEduSkills OECD
Launch Seminar, 26 June 2017, Brussels with Deborah Nusche & Thomas Radinger, OECD, Directorate for Education and Skills
School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making. This requires designing funding allocation models that are aligned to a school system’s governance structures, linking budget planning procedures at different levels to shared educational goals and evaluating the use of school funding to hold decision makers accountable and ensure that resources are used effectively and equitably.
Enhancing the quality of primary educationAmarnath Dixit
This is a presentation to provide an overview regarding what methodologies can govt. and private sector apply in order to improve their education standards .Also how can govt.make its system more efficient in implementing the proposed solutions.
Here a main highlight is given on ABL- activity based learning methodology and remaining can be seen in the presentation.
10 Steps for Transformation Education in India by Dr.Mahboob ali Khan Phd Healthcare consultant
Most of the steps needed to transform the quality of education in India do not require policy change or a new educational policy. Yet, these steps are not getting taken because there is no visible crisis pushing us to act. Only a few points in my list below – like the creation of a cadre of Indian education civil services, replacing the policy of schools within a kilometre of every habitation with a free transport to the nearest school policy – are policy-level issues.
Dr Vaneeta Aggarwal Explains a very first major Reforms in view of New Education Policy 2020 in India. Internationalization of Higher Education and ways to achieve it
The National Policy on Education (NPE) was formulated to boost the spread of education amongst the citizens of the country by the Government. This Education Policy envelops the elementary education in all the parts of the country.
www.teachforpakistan.edu.pk
Teach For Pakistan is a nationwide movement of graduates and young professionals who will commit two years to teach in under-resourced schools and go on to become lifelong leaders working from across all fields to expand educational opportunity.
The Teach For Pakistan Fellowship is a full-time, paid position that will allow participants to develop leadership and professional skills that are highly transferable from teaching to other fields including public policy, business, management and journalism. This experience is compatible with the pursuit of a very broad range of personal and professional goals, and can increase participants' ability to make an impact in the long run. Throughout the two years, Fellows will be provided on-going teaching support as well as various networking and mentoring opportunities for professional and career development.
Education for All in India: Financing India's Elementary EducationJonathon Flegg
India's Sarva Shiksha Abhiyan (Education for All) Scheme is the biggest education financing programme of its kind in the world. This presentation addresses the major problems currently facing the financing of the system's, and proposes a new "grand bargain" to make the system work better for all Indians.
The Funding of School Education - Connecting Resources and LearningEduSkills OECD
Launch Seminar, 26 June 2017, Brussels with Deborah Nusche & Thomas Radinger, OECD, Directorate for Education and Skills
School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making. This requires designing funding allocation models that are aligned to a school system’s governance structures, linking budget planning procedures at different levels to shared educational goals and evaluating the use of school funding to hold decision makers accountable and ensure that resources are used effectively and equitably.
Enhancing the quality of primary educationAmarnath Dixit
This is a presentation to provide an overview regarding what methodologies can govt. and private sector apply in order to improve their education standards .Also how can govt.make its system more efficient in implementing the proposed solutions.
Here a main highlight is given on ABL- activity based learning methodology and remaining can be seen in the presentation.
To the economist, one of the most natural approaches is to study the productivity of education, since prudent investment is governed by the relative productivity of the funds which is in turn determined by the marginal rate of return compared with the best alternative use of the same funds. With considerable pressure now being exerted upon governments for increase in their allocations to education. It is quite understandable that economists, who have always followed the outlays of government with great interest, recently have turned considerable attention to the study of education’s productivity.
Three approaches to this study, none of which is totally independent of the others.
1. Educational Productivity
2. Residual Factors in Educational Productivity
3. Educational Planning and Manpower
Promoting Quality School Education through Corporate Social Responsibility, A...CSFCommunications
Ashish Dhawan, founder of Central Square Foundation, presents the findings of the organisation's recent report, "Investment in Learning," which aims to guide companies who are formulating or revising their CSR policies in how to structrure a strategy focused on education.
Pakistan and Global Standards of Education.pptxDrHafizKosar
Pakistan is striving to meet global standards in education, aiming to enhance competitiveness, quality, and relevance. However, the country faces numerous challenges, including the quality of education, access to education, infrastructure, teacher training, standardized assessment, curriculum reform, equity and inclusivity, public investment in education, private sector engagement, and political will and governance.
One of the primary challenges is the outdated curriculum, which lacks real-world relevance and is outdated. Access to education remains a significant issue, particularly among rural and marginalized groups. Many schools lack basic infrastructure and facilities, affecting the learning environment. Teacher training and capacity building are crucial for enhancing the skills and capabilities of educators. Standardized assessment methods are essential for evaluating the effectiveness of the education system and pinpointing areas for improvement. Curriculum reform should incorporate critical thinking, problem-solving, and practical skills development components.
Equity and inclusivity are also crucial for meeting global standards. Public investment in education is vital for enhancing infrastructure, teacher training, curriculum development, and other aspects of the education system. Private sector engagement can complement government efforts in enhancing education quality and access.
Pakistan has made strides in improving education standards through initiatives like the Right to Education Act and collaboration with governmental and non-governmental organizations. Key areas of focus include curriculum development, teacher training, assessment and evaluation, infrastructure development, technology integration, assessment and accountability, parental and community engagement, lifelong learning, and research and innovation.
The future of global education in Pakistan will depend on factors such as government policies, investment in infrastructure and technology, socioeconomic development, and efforts to promote quality and inclusivity in education. By addressing these challenges and leveraging global insights, Pakistan can work towards building a more robust and equitable education system.
Well defined and nice training guidelines at the school level are important, as schooling ends in monetary and social development. the new policy coverage introduced using the authorities of India NEP 2020 was a welcome trade and sparkling information in all the terrible circumstances surrounding the arena. The assertion of NEP 2020 came as an entire marvel to many. The modifications advocated with the aid of NEP 2020 had been something many educators had never seen before, at the same time as schooling coverage has impacted schools and higher schooling equally, this text focuses generally on NEP 2020 and its implications for better education. The paper additionally evaluations the salient capabilities of NEP and analyses how it influences existing schooling structures. Eventually, a few guidelines are made for powerful implementations to achieve the goal. Premananda Sarkar "Impact of NEP 2020 on Secondary Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-3 , June 2023, URL: https://www.ijtsrd.com.com/papers/ijtsrd57465.pdf Paper URL: https://www.ijtsrd.com.com/humanities-and-the-arts/education/57465/impact-of-nep-2020-on-secondary-education/premananda-sarkar
Making Quality Education Accessible in Pakistan: A Social Accountability Appr...Muhammad Sohaib
The project titled “Making Quality Education Accessible in Pakistan -- A Social Accountability Perspective” was designed to promote the idea of participatory school governance. The project, in its targeted areas, advocated for people’s right to free
education, and the importance of education, especially the girls’ education. It also trained communities, revived School Management Committees (SMCs), and formed accountability committees. The idea behind these interventions was to bring communities closer to co-own, co-design, and co-create a learning-friendly environment in the schools.
Under the project, public schoolteachers and district education officials were trained on ‘intraadministrative accountability’. This was done to make teachers realize their rights & responsibilities, and how to deal with intra-administrative conflicts. The project encouraged the community and local leaders to play their role in improving enrolments and lowering dropouts. The project also sought the community members to serve as accountability committee members so as to monitor the working of schools and teachers’ absenteeism.
In cooperation with the Research and Evaluation Division of BRAC, Copenhagen Consensus Center organized roundtable discussions with an aim to figure out smarter solutions to the most problematic issues facing Bangladesh.
ACADEMIC BANK OF CREDIT: A WORLDWIDE VIEWPOINTindexPub
To make higher education more accessible and successful in the world today, the Academic Bank of Credits (ABC) is a new concept. Successful learning adaptation requires the transfer of credits and the acknowledgment of academic accomplishment. Recognition of credits is the process by which one educational organisation verifies that the educational experiences gained and assessed at another institution meet the requirements of one of their courses. The use of Academic Bank of Credits allows for a more adaptable method of curriculum building and design while also encouraging transparency. The credit system at this university is designed to accommodate different curricula while encouraging students to explore beyond traditional academic boundaries. The purpose of this research is to educate the audience about the Academic Bank of Credit. The demand for flexible and transferable credits in the education system led to the creation of the Academic Bank of Credits. In the past, students had a hard time moving their credits from one school to another because of the many credit systems and curriculums. Students and schools alike wasted time, energy, and materials because of this. Readers will have a better understanding of the following topics from this article: ABCs' objectives, functions, organisational structures, implementation plan, and eligibility criteria for higher education institutions to register with Academic Bank of Credits.
Street vendors’ rights to carry on their trade in public spaces, has been the subject matter of debate and discussion in India for a very long time. In fact it has taken numerous judgments of the Supreme Court and High Court to recognize their rights and shape up a statutory regime. This scenario raises an important question, as to what is the kind of property rights enjoyed by these street vendors. A study was undertaken to analyse this aspect and answer some key questions pertaining to the gradual changes that occurred in the overall concept of property rights in India.
Against the post-New Industrial Policy (1991) growth witnessed in large-scale industries, a corresponding boom in the small and mid-sized domestic industry has been conspicuously absent. This research seeks to document the causes for the same. Further, a comparative evaluation of Indian MSMEs with those operating in other BRICS nations will be conducted, in an attempt to understand the overall effect of the business, policy and legal/regulatory environment on the growth of MSMEs.
This report analyses the current regulatory framework of higher education in India and highlights areas that require important policy reforms in order to encourage greater private participation. This participation would eventually lead to a more competitive environment in the higher education sector and foster growth, which is needed to achieve the target of 10% increase in Gross Enrolment Ratio (GER) set by the 12th Five Year Plan (FYP).
It is often believed that ideas of economic freedom and reforms are “not Indian” and have been imported from the West under circumstances outside our control (such as the balance of payments crisis necessitating the economic reforms of 1991 at IMF's behest). However, research into modern Indian history showcases the rich indigenous liberal tradition that stood against ideas of a planned economy and society.
Market-based Solutions to Public Policy - Presentation by Tom G Palmer at CCS...Centre for Civil Society
Centre for Civil Society hosted Tom G Palmer for a 'Chintan' on 22 July 2014 to discuss market-based solutions to public policy.
Tom Palmer is Vice President for International Programs at the Atlas Economic Research Foundation, and General Director of the Atlas Global Initiative for Free Trade, Peace, and Prosperity. He previously served as Vice President for International Programs at the Cato Institute and Director of the Centre for Promotion of Human Rights. He is a Senior Fellow at the Cato Institute and Director of Cato University, the Institute’s educational arm. He is the author of Realizing Freedom: Libertarian Theory, History, and Practice. He has also edited a number of publications, including The Morality of Capitalism and After the Welfare State. He received his BA from St. Johns College, MD, his MA in philosophy from The Catholic University of America, and his doctorate from Oxford University.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
1. School Choice National Conference 2013
Education 2025: Student First!
- Centre for Civil Society
-
20 December 2013
2. Agenda
• School Choice in India in 2013
• Update on CCS and School Choice in 2013
• Our plans for 2014
Centre for Civil Society
2
3. Update on School Choice in India in 2013
•
Accountability &
Efficiency in use of
Public Funds
Key Research studies :
•
The Aggregate Effect of School Choice: Evidence from a
two-stage experiment in India, Prof. Karthik Muralidharan
and Dr. Venkatesh Sundararaman
•
Contract Teachers: Experimental Evidence from
India, , Prof. Karthik Muralidharan and Dr. Venkatesh
Sundararaman
•
Affordable
education
Centre for Civil Society
Continued dismal performance on ASER- In 2012
nationally, 53.2% of all children in Std. V could not read a Std.
II level text.
•
Applications invited for 150 Model Schools (PPP) to be set
up in next round of Phase-1 of implementation by MHRD
•
Increase in private school enrolments (Class I-VIII) across
India: +8.5% in 2012-2013 over 2011-2012 (DISE 2012-’13)
3
4. SCC Agenda in 2013
Catalyse the market for affordable
Education
Promote Accountability, Efficiency
& Equity in the use of Public Funds
Build CCS as an Education Knowledge
Hub
Centre for Civil Society
4
5. Promote Accountability, Efficiency &
Equity in the use of Public Funds
1. Nat’l Independent Schools Alliance 1/2
Catalyse the market for affordable
Education
Build CCS as an Education Knowledge
Hub
•
Has grown into an alliance of state school associations with ~8000
member schools, servicing 16,00,000+ students across 19 States
•
National conference held in September; 8 state level workshops held
including Assam, Karnataka and Rajasthan
•
Elections held in April 2013; office bearers including President, VicePresident (Advocacy), Vice-President (Quality) and Treasurer elected
Centre for Civil Society
5
6. Promote Accountability, Efficiency &
Equity in the use of Public Funds
1. Nat’l Independent Schools Alliance 2/2
Catalyse the market for affordable
Education
Build CCS as an Education Knowledge
Hub
•
Funded by Acumen Fund, Friedrich Naumann Foundation & Gray
Matters Capital
•
Improving quality of Budget Private Schools (BPS) in partnership with
STIR, Educational Innovations and Wipro
•
Publication of coffee table book to enhance the image of BPS in Jan
2014; profiles stakeholders from BPS schools across 5 states
Centre for Civil Society
6
7. 2. Vikalp – the Skill Voucher Program
Promote Accountability, Efficiency &
Equity in the use of Public Funds
Catalyse the market for affordable
Education
Build CCS as an Education Knowledge
Hub
•
INR 8.35Cr RCT in partnership with NSDC, MSDF, Dept of Social Justice
Maharashtra (BARTI) and India Development Foundation
•
Study effectiveness of student vouchers vs institutional funding for skill
development programs with 3,000 SC students in Mumbai/Pune; planned
end date : June 2015; phase 1 underway with 200 students
•
Inspiration for the $150mn STAR Scheme launched by the Ministry of Finance
and managed by NSDC
Centre for Civil Society
7
8. Promote Accountability, Efficiency &
Equity in the use of Public Funds
3. School Voucher for Girls : Pilot Program
Catalyse the market for affordable
Education
Build CCS as an Education Knowledge
Hub
50
Learning Outcomes
40
30
20
41
30
38
34
38
20
10
0
English
Maths
Voucher
Hindi
Non Voucher
•
Flagship RCT to study impact of vouchers on learning outcomes of 642
girls from 2009 – 2013
•
Results show higher learning outcomes and aspiration levels as a result
of vouchers
•
Results to be published; shortlisted for presentation at the Annual
Intervention School Choice Conference in Florida in Jan 2014
Centre for Civil Society
8
9. Promote Accountability, Efficiency &
Equity in the use of Public Funds
4. Access to Minority Scholarships
Catalyse the market for affordable
Education
Build CCS as an Education Knowledge
Hub
•
•
Secondary research of
literature, govt data, budgets, RTI
applications. Primary survey of
~150 hhds in 3
communities, focus
groups, interviews with
Govt, NGOs
•
Centre for Civil Society
Funded research study by Tarraqi
I Foundation to assess efficiency
of and, minority access
to, scholarship schemes
Results: Only 29% scholarships
awarded; 45% applications
pending due to document review;
50% incorrect rejections; low
utilisation of scholarship funds –
only 12% renewals
9
10. 5. Case studies on Inclusive Education
Promote Accountability, Efficiency &
Equity in the use of Public Funds
Catalyse the market for affordable
Education
Build CCS as an Education Knowledge
Hub
•
Developing 4 case studies to identify best practices for classroom
integration & inclusive education starting with St Mary’s School, New
Delhi (~20% reservation for last 3 decades); to be published in Feb 2014
•
Several policy makers interested as little work has been done in
effective classroom integration and inclusive education in India
Centre for Civil Society
10
11. Promote Accountability, Efficiency &
Equity in the use of Public Funds
6. RTE and K12 Data Portals
Catalyse the market for affordable
Education
Build CCS as an Education Knowledge
Hub
• Providing open source data
on education in India in
partnership with Central
Square Foundation
• RTE portal launched in
March 2010, was revamped
in August 2013; referenced
by MHRD website for
translation of State Rules
• K12 Data Portal - being
built as a one-stop
repository of
budget, learning outcome
and related data on K12
education in India
Centre for Civil Society
11
12. Over the past 12 years…
Acum
en
Fund
Earhar
t
Atlas
Fndn
~8000 NISA
Schools
Chiaro
scuro
FNF
NSDC
CCS
“The
Vouche
rwalas”
2001
Centre for Civil Society
IGC
GMC
Wipro
STIR
EI
ARK
CSF
MSDF
FICCI
BAR
TI
2013
12
14. School Choice Goals 2014
Accountability, Effici
ency & Equity in use
of Public Funds
•
Build robust funding model (per-child funding)
•
Coalition 25 – platform for best practices on 25%
•
Improve RTE implementation (SMC effectiveness)
Catalyze the sector
for affordable
education
•
Reduce entry & expansion barriers in the Higher
Education sector - deliver on IGC funded project
•
Grow NISA as a pan-India organisation
•
Generate evidence for policy making (City School
Mapping Project)
Build CCS as an
Education
Knowledge Hub
Centre for Civil Society
14
Editor's Notes
Brief on Karthik’sprojon School Choice:At a substantially lower cost per student (less than a third of per-child government spending), private schools deliver slightly better test score gains, suggesting that private schools could deliver even better education outcomes if they have the same per-child spending as government schools.The study finds that private school teachers have lower levels of formal education and training than their government counterparts and earn significantly less (on average less than a sixth of government teacher salaries). But private schools have better measures of teaching effort: lower teacher absence, higher teacher activity, longer school days and less multi-grade teaching. Since 2009, private school enrollment in rural areas has been rising at an annual rate of about 10%. – ASER 2012
Strong response from the ecosystem of schools associations, service providers & donors to strengthen and build NISA
NISA has begun an ambitious project of creating detailed curriculum and engaging lesson plans for classes 1 to 5 across subjects. This bank of daily lesson plans will impact the teaching style and attempt to move it from rote learning to more engaging child centric ‘learning by doing’ lessons. This 6 month project is being run in partnership with an education service provider and 4 NISA member schools. The teachers and schools leaders of the schools will be trained and will co-build the content maps, learning outcomes, lesson plans and assessments across English, Math and EVS to ensure that it remains relevant and contextual. NISA will own the IP for these plans and will distribute them freely to all member schools across its network. Another quality initiative underway is the NISA- STIR micro innovations pilot project in Punjab. The STIR initiative harnesses the innovation of the most dynamic teachers and schools - to transform educational outcomes for the poorest children. Teachers as changemakers is at the heart of the initiative. Teachers share and submit small innovations that they have been practicing in their classrooms. From among submissions across the country STIR and its team of experts pick the 50 most powerful and replicable innovations for sharing. We are thrilled to report that 3 NISA teachers were among the top 50. Funding for the projects are from NISA general funds.Coffee Table Book will be published by January 2014.
Who funded, and what we were trying to prove? Cost of Vouchers being sponsored by the Babasaheb Ambedkar Research & Training Institute (Pune) – BARTI is an autonomous unit of the Dept of Social Justice Maharashtra; Michael & Susan Dell Foundation is covering the project management costsNSDC is covering a part of the Research costs Goal – to study the effectiveness of vouchers in funding skill development programs compared to other existing models of funding (like institute / program level funding)Methodology and size of experiment – propose to do an RCT in partnership with India Development Foundation (IDF) – we have funds for 3000 students from SC communities to be trained in Mumbai/Pune over 2 years (total budget @ Rs. 8.35 Cr)Issue skill vouchers to students who clear the eligibility criteria defined by BARTI (domicile of Maharashtra, belongs to SC community & age grp of 18-30). Allow students to choose a course of study & the institute – from a panel of 7 institutes that we’ve empanelled for this phase offering 11 courses from 6 sectors.We will track the performance of this group and compare this with other programs which are funded at the institute/program level rather than student levelResults of experiment – Phase 1 initiated with 199 students in Dec Week 1 – to track for results. Results to be published by June 2015
Who funded, and what we were trying to prove - privately funded; goal – to study the impact of vouchers on learning outcomes Methodology and size of experiment – RCT with 625 girls selected through lottery; the regression analysis of final data is pending but findings reported out basis descriptive analysis. 642students divided into control & pilot groups tracked over a period of 4 years (642 is the net no. post attrition over the years); we issued vouchers to cover the cost of education of ~232 students who in turn redeemed the vouchers in schools that were empanelled for the pilot (some contd with govt schools – of the 642, 369 were in govt & 254 in pvt schools)Results of experiment – Voucher receiving children had higher learning outcomes than the non voucher children for all the three subjects (English, Maths, Hindi) - Increased parental and child aspirations - Parents who wanted their child to study till graduation level or more were 10.49% higher in voucher populationVoucher children showed 5.43% higher classroom participation* The percentages presented are statistically significant at 95% confidence level or higherOutcomes (what effect did our publishing the results have) – results are yet to be published; to close by Feb 2014
Minority Scholarship SchemesObjective: To assess minority community’s access to scholarship schemes particularly pre-matric, post-matric and merit-cum-means in the Delhi state, the efficiency with which they are administered, understand community experiences and suggest recommendations for the way forwardFindings: Much discrepancy between RTI data and data on public websites.Out of total applications, only 12% renewals; 29% applications awarded scholarship; 45% pending due to lack of documents; 26% rejected due to strict eligibility criterions (e.g. minimum 50% marks from graduating class) which is against the spirit of RTE.Reasons cited for rejection were mostly incorrect. E.g. 50% of the rejected applicants had fulfilled the 50% marks requirement. Among post-matric schemes, for SC and OBC the scholarships disbursed are mostly for professional and technical courses whereas for Minorities, majority are for 11th, 12th, BA, BSc and MA courses wherein the tuition fees is very low. Low utilisation of scholarship funds: 44% (pre-matric) and 8.9% (post-matric) and 70% MCM (for professional courses).Recommendations: relaxing eligibility norms, no upfront payment of fees, one time collection of documents, revising scholarship amount with inflation, setting up separate department, efficient monitoring and advocacy etc.A thorough secondary research was conducted comprising of literature review to map the discourse around minority scholarship schemes through analyses of research studies, evaluations and reports was done. Thereafter, analyses of government documents available on the relevant ministry websites about the policies, the schemes, their guidelines and circulars was also done, followed by budgetary analysis for the last three years. As part of secondary data analyses, two RTI applications were filed with both-Ministry of Minority Affairs (Government of India) as well as the Department of SC, SST, OBC and Minorities (Government of Delhi) seeking the list of students for whom scholarships under pre-matric, post-matric and MCM scholarship schemes was sanctioned, pending and rejected for the period 2009-10, 2010-11, 2011-12 and 2012-13 until December 2013. Utilization Certificates and the Review reports were also sought. Primary research involving students, schools and communities was carried out in the following three communities which are diverse in terms of class composition. The final sample of the survey covered 96 students who had accessed scholarships and a sample of 47 students who had not. In addition 88 parents of students who had accessed the scholarship and 40 parents of those who had not were also interviewed. Altogether, 143 households were covered acrossJehangirpuri, Jama Masjid and Jamia Nagar.Primary research involved a survey of students and parents from 36 schools in the above three communities to understand their experience of accessing scholarships, the barriers faced and their suggestions to improve the content, design and process of accessing the scholarship. It also involved focus group discussions with parents and students, in-depth interviews with teachers and principals to understand systemic bottlenecks that they faced and seek their suggestions for improving the same, interviews with officials in the Ministry and Department in the state and Central government and key informant interviews with representatives of NGOs who work with marginalized communities on issues related to scholarship.
what is the case study, who funded it, where was it published, what has been the response? - we’ve started with this study of St Mary’s school in New Delhi which has been promoting social inclusion for 3 decades – 19% of the seats are reserved for children who are economically or physically challenged. - the cost of this study is being covered by untied funds from CCS’ budget. - the study is in progress (3 more schools to be covered) – so, not yet published - but several policy makers have expressed interest in this study and are looking forward to its findings as little work has been done in the areas of classroom integration and inclusive education in India
The following features added in the re-launch:Parliamentary Questions on RTE (94)Judgements (202)Videos (81)SCPCR data for 18 statesFAQs beefed up – 240 qns currently RTE.in stall has been setup for those who wish to learn more.
This slide is to summarise the distance we've travelled from being 'voucher-walas' (with a single agenda item) to a multi-faceted organisation which now works in the broader areas of education reforms – we’ve anchored the formation of NISA, built the RTE portal – which is now referenced by the MHRD website for translations of State Rules, started work on Inclusive Education and entered the Higher Education & Skilling domains. We’ve built a rich network of partners in the process and see a lot more vibrancy in this space today.
COO, dedicated leader for NISA, sr advisor for advocacy and NISA, portal manager – in addition to ongoing investments in associate level capabilitiesParth Shah - PresidentParth’s research and advocacy work focus on the themes of economic freedom,choice and competition in education,property rights approach for the environmentand good governance. He has published extensively in international and Indian journals, on various topics from currency regulation to education policy. He holds a PhD in Economics from Auburn University, and taught at the University of Michigan.Harsh Srivatsava – Chief Operations OfficerHe was previously Chief Executive Officer of the World Development Forum. Before that Harsh worked for the Planning Commission as its Consultant (Planning). Harsh has also been a journalist and co-written India's first book on Corporate Social Responsibility. He has an MBA from IIM-Ahmedabad. Harsh has taught a course on strategic public communications at IIM, Ahmedabad. MeetaSengupta – Senior AdvisorMeetaSengupta works at the cusp of policy and practice across the education and skills spectrum and enjoys sharing her gleanings via her writing for a wider audience. She is the founder of the Centre for Education Strategy.She is a member of the FICCI Skills Development Forum. She has worked with Citibank, ICICI Securities, JP Morgan and Economist Intelligence Unit.Meeta completed her MBA (PGDBM) from Indian Institute of Management, (Ahmedabad). RishiVashistha – Manager, RTE PortalRishi comes to us with almost six years of communication and advocacy experience in the voluntary sector. In his new role as head of the Right to Education portal, Rishi is making an important career move from development communication to knowledge management and programme advocacyAdvocacy Team:NandiniSoodNandini began her career in advertising film making but choose to move to education. She has broad experience of more than 14 years in the education sector. At CCS she works on advocacy relating to School Choice and specifically manages National Independent Schools Alliance (NISA)Abhishek BhattacharyaAt CCS, he works on advocating for school choice with political leaders and government officials. He is a fellow of the LAMP program by PRS.BibhutiBhardwajBibhuti manages field level research and coordination for the School Choice Campaign. He previously managed operations for the World Bank,Aga Khan Foundation, CIF, OXFAM and NABARD.MehekRastogiShe is currently working as a research associate with NISA to promote quality and access among budget private schools in India. She has her MA in Poverty and Development from IDS, University of SussexResearch Team:Subhalakshmi D – Associate Director Subha has worked with GE/Genpact, a rural vocational training school and the Unique ID Authority of India in a mix of program management, process improvement, organisation & people development roles. At CCS, she works on advocacy relating to Livelihoods and specifically manages the Skill Voucher pilotArvindIlamaran – Research AssociateArvind is a graduate of Instrumentation and Control Engineering from National Institute of Technology-Tiruchirapalli in 2010. He was previouslyemployed with ONGC Petro-additions Limited till early 2013. His interests are public policy and complex systems.AyushiTandon – Research AssociateShe has an MA in Economics from Gokhale Institute of Politics and Economics, Pune and has a keen interest in Development Economics.KanikaKhurana– Research AssociateShe has done her Master’s in Economics from TERI University, Delhi. She has an inclination towards the Education sector and her Master’sdissertation focused on Nursery school admissions in Delhi.SanjuktaBasu– Research AssociateSanjukta has a Masters in Economics from Gokhale Institute of Politics and Economics, Pune.
The slide looks crowded, but you could give the high level message that we will continue with the same high level agenda of a. accountability, b. catalysing the sector and c. building CCS as an education hub. Some of the projects from this year will continue… and some new projects will rise. Coalition 25--nation wide platform of all interested in implemententing 25% opportunity seats in private schools for sharing best practices, raising funds to provide support to a students, schools and communities, and for jointly advocating necessary changes in the RTE rules. Conduct a city-wise study to map school and student density, cost of private education and status of learning outcomes to make a case for liberalization of education.