A nongovernmental development organisation established in 1995 addressing the development needs of fragile ecosystems and deprived indigenous peoples in the most remote amp difficult areas ID: 495069
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Empowering mountain communities – the journey so far…
A non-governmental development organisation established in 1995
addressing
the
development needs of fragile ecosystems and deprived indigenous peoples in themost remote & difficult areas in the world that lie in the shadow of policy & development attention.
PROGRAMME AREAS
Biodiversity conservation and sustainable land & water management
Development & infusion of technologies for energy, water, sanitation, healthcare
Improving incomes for
marginalised
groups, facilitating suitable alternative livelihoods, economic enablers.
Improving access to rights & effective political participation.
Improving gender
equity, access to basic services. Slide3
Head Office -
Gurgaon
(NCR)
Leh
(Jammu & Kashmir)Keylong (Himachal Pradesh)Kaza (Himachal Pradesh)Reckong Peo
(Himachal Pradesh)
Joshimath (Uttarakhand)
Rudraprayag (
Uttarakhand)
Tawang (Arunachal Pradesh)
Locations
36 Resource Centres across 13 districts in 6 Himalayan states
• Special Consultative Status with UN ECOSOC• Recognised as Scientific & Industrial Research
Organisation (SIRO) by DSIR – Govt of India
International plaudits
:
Jammu & Kashmir
Leh
;
Kargil
Himachal Pradesh
Lahaul-Spiti
;
Kinnaur
;
Chamba
Uttarakhand
Chamoli
;
Pitthoragarh
;
Uttarkashi
Arunachal Pradesh
W.
Kameng
;
Tawang
Sikkim
W. Sikkim; N.
Sikkim
West
Bengal
Darjeeling
Empowering mountain communities – the journey so far…Slide4
Empowering mountain communities – the journey so far…
ISSUES
Poor quality of education and lack of access for migrant/nomad children.
Lack of relevant, holistic curriculum and trained teachers.Tribal people face prejudices, exclusion and discrimination, due to the ethnic dissimilarities.Low population density has reduced the political influence of tribal communities
• Supplementary
education for remote villages, with advanced
learning centres at district
centres. •
Mobile schools and tent-based creches
for migrant, nomad children and child workers.• Best practices study
and dissemination. Community-based system for education services monitoring.
Key
Achievements
136 supplementary education facilities for remote villages; 36 Rural Libraries, Resource
Centres
, Science Labs, IT Kiosks; 34 Early Childhood Care
Centres
for migrant workers; 5 mobile education units.
PRAGYA
INTERVENTIONS
•
Training formal
and
para
-teachers
in
improved
pedagogy & innovative TLMs
.
•
Setting up community managed
Rural Resource
Centres
with solar powered IT facilities
.
• Facilitating peer-to-peer education. Slide5
Elementary Education in
India - Key challenges
150 million children enrolled in almost 800 thousand
schools.
But: almost 35 million 6 to 14 year olds are out of schoolhalf that number fail to complete primary educationdropout rate is comparatively higher for girls than for boys The Problem and Contributory FactorsSlide6
Educationally
Backward
TBHF Districts
Of
294 'Educationally Backward' in India, 135 are Tribal/Border/Hilly/Forested (TBHF) where geographic disadvantages converge with socio-cultural adversities, and contribute to stark gaps in enrolment and infrastructural provisioning, and equity concerns.Of EBDs with <50% GER, 70% are TBHF districts; 25% of these are districts from Arunachal
In N Tripura, 48%
between Std III – V can read, 23% can do simple calculations
Slide7
The
Challenge
Dynamic (and
decentralised
) Education Information System for Planning & ImprovementThe SolutionThe ConceptSlide8
Whitley Gold Award, 2000
Energy Globe Award, 2005
STARS Impact Award, 2010
The Scope
Pilot: in 11 Indian Himalayan districts characterised as Tribal areas, Border locations, Hilly terrain and Forests (TBHF); Dissemination: in 135 TBHF districts across IndiaThe process
The ConceptSlide9
Tool & Process DesignSlide10
Literacy – EGRA, ASER, UWEZO, Literacy Boost, DIBELS, PIRLS, SACMEQ, MICF, UNESCO UIS, Early Reading Strategy, NCF, Young Lives, LLECE
Numeracy Skills – EGMA, ASER, PISA, UWEZO, SACMEQ, UNESCO UIS, TIMSS, Young Lives, MICS, LLECE, NCF
Cognitive Development – UNESCO UIS, Piaget, Cognitive Pretesting Model, Blooms Taxonomy, CCE
Behavioural
development – CCE, UNESCO UIS, SDQ, EDI, S_EDIFrameworks ReviewedStudent Development AssessmentCCE, UNESCO UIS,SERIS, SSISSchool Operations Assessment
CCE, UNESCO UIS
, Harvard 7 Cs, UCLA, SSA, NCF
Instructional Quality AssessmentSlide11
Basic Literacy Skills (grade specific)
Basic Numeracy Skills (grade specific)
Basic Cognitive Skills (grade specific)
Behavioural development
Key ParametersStudent Development AssessmentOral countingNumber identificationQuantity discriminationMissing numbersAdditionSubtractionShapes & size discriminationMental arithmeticWord problemsMultiplication
MeasurementsDivisionFraction
Basic Numeracy Skills
Letter name knowledge
Phonemic awarenessFamiliar word readingNon-familiar word readingSentence reading
Oral reading fluencyDictationListening comprehension
Reading comprehension
Basic Literacy Skills
RememberingUnderstandingApplying
AnalysingBasic Cognitive Skills Slide12
Positive learning environment
Content knowledge
Instructional clarity
Use of assessment data to modify & analyse instructionsCollaborating & communicating with parents & community
Key ParametersInstruction Quality AssessmentSocial & helpful behaviourHyper-activity & short attention spanAnxiety and fearAggressive behaviourEffective communication
Management of emotions
Behaviour development - emotional
General social competenceResponsibility & respect
Attitude towards teachersAttitude towards classmatesLearning methodsEagerness to explore new things
Behaviour
development - social
Student Development Assessment
(continued...)
Physical infrastructureHuman resource & systemsTeaching materials & aidsExtra-curricular activities
Assessment of SMC
Responsibility of school management towards Children With Special Needs (CWSN)
School Operations &
Mngmt
AssessmentSlide13
The Change Makers
Grade 1 to Grade 5
Participate in Student Development Assessment; Give feedback on Instruction Quality of teachers
Teachers &
para-teachersAssess students with help of given tools; Act upon feedback received on instruction quality to improve All members of committeeAssess teachers in discussion with students; Participate in School Operations Assessment; Act upon feedback received Local educated youth Assess School Operations with help of given tools; Collect and deliver all assessment data to Resource CentreLocal enthusiasts / change makersSupervise data analysis; Give feedback to schools; Advocate with district govt
functionariesSlide14
Students
All students from Grade 1 to 5 of the participating schools , take part in DEISPI
Role
Cooperate in filling up profile details (including name, date of birth, details of guardians, etc)
Take part in DEISPI assessment for Student Development.
If selected as a member of student committee, give feedback on instructional quality of teacher to the VEC/SMC members conducting the assessment.Slide15
Teachers
All teachers involved in teaching Grade 1 to Grade 5 involved to carry out student development assessments; are in turn assessed for their instructional quality
Role
Cooperate in filling up profile details (including name, date of joining, educational qualification, etc)
Assess students using DEISPI tools; Submit scores to Barefoot Monitor; Repeat the exercise every 3 months
If a member of the VEC/SMC, participate in assessment for School Operations & Management.
Accept feedback received in a positive manner and take necessary steps to improve quality of teaching.Slide16
VEC/SMC
Members of VEC/SMC collect feedback on teachers by the student committee; involved in assessment of the school operations & management; undertake village level planning
Role
Cooperate in filling up profile details (including name, contact details, etc)
Assess instructional quality of teachers in discussion with students using DEISPI tools and submit scores to Barefoot Monitor; Repeat the exercise every 3 months
Participate in the assessment for School Operations & Management to be conducted by the Barefoot Monitor
Participate in village level meetings & action planning; accept feedback and take necessary steps to improve school operations
75%parents;
25% comprising 1/3rd elected members of local authority, 1/3rd teachers and 1/3rd local educationistsSlide17
BFMs
BFMs comprise motivated and educated youth of villages. 1 Barefoot Monitor assigned to each participating school is responsible for conducting assessment on school operations and delivering all results to Resource Centre
Role
Cooperate in filling up profile details (including name, educational qualification, etc)
Conduct assessment for School Operations & Management using DEISPI tools; Repeat exercise every 3 months
Collect 3 sets of data (SDA, IQA and SOMA) and deliver them to the Resource Centre assigned for the district
Be actively involved during feedback sessions at village level and district level.Slide18
RCTs
10 member Reading Challenge Team for each district (
40% at district level + 60% at block level; comprise educated, motivated individuals
) supervise data entry; communicate findings to State Departments; send feedback to schools & villages
Role
Cooperate in filling up profile details (including name, educational qualification, etc)
Supervise data entry and analysis for all participating schools in the district
Provide feedback to schools and state departments based on analysis
Organise and participate in district level events for advocating necessary changesSlide19
The Data Collection Process
Students Development Assessment
Assessed by Teachers
Instructional Quality Assessment
School Operations & Management Assessment
Assessed by Student Committee
In discussion with
SMCs
Assessed by
BFMs
All data passed on to Resource
Centres
by
BFMs
Coordination by Block level
RCTs
Data management by Caretakers
Supervision by District level
RCTs
In discussion with
SMCsSlide20
Feedback & Engagement ProcessSlide21
Assessments
Student Development
Instructional Quality
School Management
Analysis
Feedback
Local Actions
Advocacy
Education Dialogues
Process of Change
People Involved:
Students, Teachers, VEC/
SMCs
, Barefoot Monitors
People Involved:
Reading Challenge Teams
People Involved:
Reading Challenge Teams, Village Heads
People Involved:
Reading Challenge Teams, State Departments
People Involved:
VECs/SMCs
, TeachersSlide22
1. Dynamic
2. Consolidated data
Key FeaturesSlide23
3. Inclusive/Participatory
Key FeaturesSlide24
Key Achievements
DRCs and Skills
Development
Tools & Digital Platform:
Profile details; continual performance tracking; feedback summaryBuy-in of Govt functionaries: Letter of support issued; support for identification of schools & stakeholders, mobilisation for trainings; interested in data utilisation for improvement Engagement of communities: Cherishes the active involvement, enhanced sense of responsibilities; sense of direction for SMC meetings; structured evidence base available for advocacy & actionEngagement of instructors: Improved understanding of learning outcomes, performance indicators; Appreciates holistic feedbackEngagement of students:
constraints as well as good performance highlighted; can open up to share issues otherwise unaddressedSlide25
The Digital Platform
DRCs and Skills
Development
SAMPLE
SAMPLESlide26
The Digital Platform
DRCs and Skills
Development
SAMPLE
SAMPLESlide27
The Digital Platform
DRCs and Skills
Development
SAMPLE
SAMPLESlide28
Preliminary findings
DRCs and Skills
Development
Comparison of performance – overall scores
Between 6 and 7 across, with slightly better performance in HP than in Uttarakhand.Comparison of performance – specific componentsStudent Development slightly better in HP than in Uttarakhand.Instructional Quality rated high across pilot districts.School Operations (facilities, management) of concern.Slide29
Preliminary findings
DRCs and Skills
Development
Comparison of scores across various grades
Limited variation across grades.Literacy skills especially of concern, in comparison to Numeracy and Cognitive capacity.Comparison of performance – key student groupsCWSN lower on Behavioural Development, but on par on others.Gender dimension did not affect learning levels.Economic status and parents’ literacy had a critical impact.Slide30
Preliminary findings
DRCs and Skills
Development
Comparison of performance – instructional quality
Similar (high) scores across districts.Performance of permanent teachers better than temporary teaching staff.District wiseBy faculty typeSlide31
Preliminary findings
DRCs and Skills
Development
School management score – component wise
Key area for improvement across all districts.Low on infrastructure, facilities for CWSN, TLMs and facilities for extra-curricular activities.Slide32
Preliminary findings
Year 2
Year 1
Comparison of Reviews – 1 year apart
Case study: Lahaul & SpitiSignificant improvement effected on all parameters.Key contributory factor: parents’ literacy and keen interest in education, and involvement in effective use of DEISPI data.Slide33
Preliminary findings
Comparison of Reviews – consecutive reviews
Case study:
Uttarkashi
Downward trend recorded in assessments.Key contributory factors: lower capacity levels and longer learning curve for users of the DEISPI.Learning levels comparedOther components across 2 reviewsSlide34
Inputs from ‘Education Dialogues’
DRCs and Skills
Development
School-
related issues and improvements:- Building repairs and improvements- Lack of facilities and their inadequate maintenance- Poor performance in providing inclusive facilities for CWSN - Safety nets/financial assistance for BFMs/para teachers- Lack of engagement of
parents; lack of awareness of SMC members - Capacity building, surprise inspections, remuneration for SMC services/roles
- Resources - SSA grants, funds from MP/MLA development funds - Key strategies - correspondence, advocacy and liaison with departments with time bound targets
Teacher-related issues and improvements:
- Recruitment of subject-specific teachers; Impressive Pupil-Teacher Ratio - Non-teaching support staff towards reducing administrative workload
of teachers - Training needs: computer literacy, delivering instructions customized to students’ needs, innovative ways of explaining concepts, facilitating CWSNs
- Remote area allowances recommended- Issues of long tenure in remote villages / frequent transfersSlide35
Inputs from ‘Education Dialogues’
DRCs and Skills
Development
Curriculum-
related issues and improvements:- Need for area-specific learning modules - Similar to Census, regular feedback on curriculum and regular cycle of revision and upgradation - Language and mathematics - key focus subjects - Close tie up and collaboration with Anganwadi centres - Need for children’s literature, use of locally available material, charts/TLMs for entire syllabus - Lack of focus on the local language - Introduction of sessions for smart problem solving,
events to build confidence levelsSlide36
Preliminary thoughts
The assessment through DEISPI will set a benchmark of performance of every teacher and SMC member. It will also help improve the children reading ability. The data generated will assist us in monitoring overall school operations and will also increase accountability. We welcome this initiative.
Mr.
Raghunath
Lal AryaChief Education Officer, Uttarkashi, UttarakhandIt is difficult to measure student’s performances against the teachings imparted when they come to Grade 1. The assessment with DEISPI will help assess children’s performances from the time they are enrolled, and would reflect a teacher’s hard work. And we can track the improvement in performance over the time.Shrimati Maheshwari DangalaTeacher, GPS Sunil, Chamoli, Uttarakhand It is good to be able to share what we face in the classroom. For the first time someone is asking us these questions and are listening to us.
Student (identity witheld)
GPS Nalda, Lahaul & Spiti
, Himachal PradeshSlide37
The Workshop Structure
DRCs and Skills
DevelopmentSlide38
Thank you
www.pragya.org