Department of School Education & Literacy Ministry of Human Resource Development Government of India
Narendra Modi Prime Minister
A COMPENDIUM OF INNOVATIONS & BEST PRACTICES IN SCHOOL EDUCATION
A COMPENDIUM OF
INNOVATIONS &
BEST PRACTICES IN SCHOOL EDUCATION
Rashtriya Madhyamik Shiksha Abhiyan
Department of School Education & Literacy Ministry of Human Resource Development Government of India
INTRODUCTION With over 1.5 million schools and 260 million students spread across 36 States and UTs, India has the world’s largest and most diverse school system. A strong school education system is fundamental for India’s socio-economic development and global competitiveness. It is a pathway to ensure that all children, irrespective of their backgrounds, have the opportunity to realise their potential and be responsible and productive citizens of the country. MHRD’s role as a principal facilitator In school education, as in other social sectors in India, the primary responsibility of delivery lies with the State/ UT governments. Traditionally the States/ UTs have been at the forefront of innovation and have adopted successful policies and systems that require wide application. Similarly, there are lot of non-profit organisations working either independently or in partnership with the government on different areas in education. All these efforts, while exemplary, have been limited in scope and impact. Some specific challenges to scale the most promising practices from the government and the non-government sector are: • Inadequate documentation of good practices • Absence of platforms to share these practices and form partnerships Realising the tremendous opportunity in fostering learning among different stakeholders, MHRD has taken a few initiatives to facilitate knowledge sharing and partnerships among the different stakeholders. In January 2017, MHRD launched Shagun Portal which aims to be repository of innovative practices, success stories, evaluation reports, and interventions initiated across all the States and Union Territories in the area of education. In a similar vein, MHRD started a national initiative to identify and scale the innovations from government and non-government sector. The process and preparation NGOs In March 2017, MHRD conducted a series of 7 workshops with leading NGOs in Delhi. The NGOs were asked to share their current model and the scale-up plans with the State/ UT governments, including the feasibility of implementation. About 80 NGOs shared their plans with the Ministry across 14 themes like School Leadership, Education Technology, Teacher Training and Development, Early Literacy and Numeracy, Girl Education, Mid-day Meal etc. The NGOs were then requested to identify their priority States/ UTs and prepare draft proposals for them. All the States/ UTs were also asked to nominate leading NGOs working in partnership with them. States/ UTs Leading to the regional workshops, States/ UTs were requested to nominate their innovations and best practices which were then judged on criteria like implementation feasibility, impact, applicability to other States/ UTs etc. In all, Ministry received more than 400 nominations from all the States and UTs.
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Workshops The 05 Regional Workshops were held at Raipur (April 22-23, 2017), Pune (April 29-30, 2017), Guwahati (May 6-7, 2017), Bangalore (May 12-13, 2017) and Chandigarh (June 1-2, 2017). The duration of each workshop was for two days :Day 1 included presentations by MHRD and other Central Institutions (like NUEPA, NCERT, UIDAI) and national NGOs like Akshaya Patra Foundation, Sri Aurobindo Society and Kaivalya Education Foundation etc. In parallel, a separate session was organised for the NGOs and State/ UTs to discuss the draft proposals and finalise the next steps. Day 2 of the Workshop was for presentations from States/UTs and by NGOs working closely with the States/ UTs. All 05 Regional Workshops were attended by the Hon’ble Human Resource Development Minister, MHRD. The workshops were also graced by the Hon’ble Chief Minister of Chhattisgarh & Assam, Education Ministers of Chhattisgarh, Maharashtra, Karnataka & Punjab. Hon’ble Minister of State, School Education, MHRD attended the Bangalore and Chandigarh workshops. All the workshops were attended by the senior administrative and academic leadership from MHRD, NCERT, NCTE, NUEPA etc. Next Steps/ Way Forward The workshops were universally appreciated by the participants and has led to concrete partnerships between the NGOs-Governments and between Governments-Governments. MHRD is currently tracking these partnerships and is developing a platform to capture all such partnerships transparently. This compendium will help disseminate these innovations and practices from States/ UTs, NGOs and from schools to all the stakeholders. It is hoped that these practices will be widely adopted in the education system.
MESSAGE Quality education is a right of every child irrespective of his/ her social standing, economic stature and territorial adversities for comprehensive growth of the country and there needs to be accessibility, affordability, equity and quality in education. Expanding the educational boundaries beyond schools premises and teacher-student net by inclusive participation of parents, communities, society and other stakeholders is the key to incorporate true values for all-round development of the children and shaping the future of this country. Adding more aspects to the literary ambit of education will bring more productivity and improvement to education in a natural learning ambience. Any innovation surround this broad idea of education is a welcome step that must encourage active participation from all stakeholders to realize the noble intent behind such an initiative. Continuous improvement and inclusion of new suggestions in designing an innovation have the potential to reap new benefits each time. The education system in India has come a long way in the past ten years with growing use of technology in-general as well as in the education system and multiple options available to choose from after completion of basic curriculum. Inclusion of current government’s initiatives such as New India, Digital India, Skill India programs with the education system is giving much-needed edge to secure the future of the students. To ensure and materialise the positive changes, the government has organised regional workshops throughout the country to monitor the implementation of good work on the ground before compilation of the best practices. The entire exercise extended by various stakeholders including the State education officials, schools and NGOs. This compendium is a compilation of good practices - conceded by these agents of change yielding in desired results – to serve as a reference document for others to follow. The compendium of best practices is an ongoing endeavor aimed at a larger objective of improving the education scenario in India. The government is keen on bringing new innovation around education in limelight. The continuity of the process will be great inspiration for the States to address existing gaps in the system and take such initiatives on regular basis. The education administrates need to stress on providing quality education without any basis for discrimination in line with the Prime Minister’s motto of “Sabka Sath, Sabka Vikas”. The prime objective of quality education is to bring out a good human being out of the system and we need to do that and will have to volunteer for it. I welcome all the States, NGOs, schools and other key stakeholders of the education sector to spark more such innovations going forward.
Prakash Javadekar Minister of Human Resource Development Government of India 6
MESSAGE The main objective of the ‘Innovations and Best Practices in School Education’ program is to recognize ground-breaking ideas and reform-oriented practices adopted by district and block level education officers for effective management of the educational administrative system. The initiative is intended to ensure institutional development and performance at schools at district and block levels. I have travelled extensively in the country and during that endeavor, and saw numerous innovations which were localized, scattered as well as limited to small scale. Educational administration has also undergone through considerable makeovers from functional and structural perspective with regular orientation and task authorization with expanded ambit of responsibilities and specified roles. The localized innovations have been scaled up to accelerate good work across the country and we all volunteers need to look the goodness inside our country rather than looking outside. This compendium covers all the innovation, case studies and results to achieve targeted objectives pertaining to aforementioned aspects of quality education. The document has a compilation of various projects from every state for your reference. Benchmark and learning capacity outcomes have been introduced for every class and monitored every year. We feel to replicate and scale, while simultaneously need the information to be circulated. As government aims to provide affordable, compulsory and quality education for children across the country, recognition of innovation is more likely to motivate the officers at the field level. I take this opportunity and applaud the efforts made by the various State Governments, NGOs, and administrative officers for identifying the gaps in education system and bringing in much needed reforms to mobilize the basic education throughout. Any suggestion in that regard will be highly appreciated.
Upendra Kushwaha Minister of State for Human Resource Development Government of India (School Education & Literacy)
MESSAGE Quality Education is the most powerful instrument to eradicate the transitional cycle of poverty through social and economical strengthening. Educational empowerment of a child can truly help them to achieve equality and individual and comprehensive economic goals. Various State and centre sponsored programs and policies nowadays are focusing on the girl child, teachers’ training, schools infrastructure and social inclusion of different stakeholders. Synchronization of efforts, resources and available talent is the key to meet aforesaid goals of quality education, the current government is trying to attain. The long-term prospect - of the entire exercise and participation from all the stakeholders comprising education organizations, civil society organizations and government officers - is to prepare citizens for the 21st century. On behalf of the School Education department, we are pleased to launch the compendium of ‘Innovations and Best Practices in School Education’. This is an outcome document of a collective and sincere endeavor undertaken by key stakeholders in the Education sector, in order to facilitate improved outcomes for secured future of the children. The compendium covers a lot of quality initiative/ interventions practiced in schools across India, and we are confident that it will reap long-standing benefits. We hope that this document will serve as a guideline for the education sector in designing and planning their strategy and focus programs as per existing & evolving requirements. The detailed document has been enriched with views of education professionals, policy-makers, academicians, and practitioners. I would like to express my sincere appreciation and thanks to all the stakeholders for supporting the compilation of this compendium.
Dr. Satya Pal Singh Minister of State for Human Resource Development Government of India (Higher Education)
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MESSAGE Providing quality education equitably is a huge challenge in our country, with immense scope for innovation. The primary objective of organizing regional workshops this year was to recognize ground-breaking ideas and reform-oriented practices adopted by different States, UTs, NGOs and schools for improvement in the school education system, and to bring them together so that the best practices could be scaled and replicated elsewhere in the country. I have travelled extensively in the country to understand the different contexts and challenges which States face in education. During my visits, I saw numerous innovations which were localized, scattered, as well as limited to a small scale. What struck me as a huge concern was that certain parts of the country were going through problems which had already been solved in another part of the country, from a similar region and socio-economic background, but there was a complete lack of awareness about the solution. Instead of reinventing the wheel over and over again, we felt there was a need to create a better mechanism to share solutions and best practices. It has been common practice to look at successful education models abroad, but I strongly feel that our own country has phenomenal examples of solutions which have the potential to be replicated and scaled up in other regions. The regional workshops with States, NGOs and schools were an attempt to begin this convergence, and encourage conversation to share innovative solutions while learning from other States as well. This compendium is a compilation that showcases innovations, initiatives and case studies aimed at improving the quality of education which are being implemented in different parts of the country. I take this opportunity and applaud the efforts made by the various State Governments, NGOs and schools for identifying the gaps in education system and bringing in innovative reforms to improve the quality of school education in the country, and thank them for being active participants not just in the regional workshops, but in the process of positive change that we have embarked upon.
Anil Swarup Secretary, Department of School Education & Literacy Ministry of Human Resource Development Government of India
State and UT Innovations State
Innovation Name
Andaman & Nicobar
Bharti Card
16
Andhra Pradesh
Andhra Pradesh e-Knowledge exchange
18
Assessment Reforms
20
BRT-Badi Runam Thirchukundam
22
SIMS-School Information Management System
24
Arunachal Pradesh
Professional Learning Community
26
Assam
DRISTI
28
REP-Reading Enhancement Programme
30
SAROTHI
32
Bihar
Assessment as an Integral part of Quality Education
34
Chandigarh
Solar Power Plants in Schools
36
Chhattisgarh
COSMOS-Chhattisgarh Online School Monitoring System
38
Dr APJ Abdul Kalam Shiksha Gunvatta Abhiyan
40
PBS Palak Balak Sammelan
42
Pragya Project
44
Chunauti
46
Reading Campaign
48
Gunotsav
50
Pragna
52
Transparent Recruitment Online Transfers of Teachers
54
Joyful Day
56
Vocational Education
58
Digitization Of Assessment
60
OMR Based Review and Monitoring
62
On Time Textbook Delivery
64
PRERNA
66
In-Service Refresher Training
68
Smart Class & Knowledge Network
70
Imparting Education to Low Vision Children
72
Sajhedari
74
Delhi
Gujarat
Haryana
Himachal Pradesh
Jammu & Kashmir
Jharkhand
10
Page No.
Karnataka
Kerala
Madhya Pradesh
Maharashtra
Online Process for Admission and Fee Reimbursement for Unaided Schools
76
SATS-Students Achievement Tracking System
78
TALP-Technology Assisted Learning Programme
80
TPD-Teacher Professional Development-GURU Chethana
82
TTS-Teacher Transfer System
84
ASAP-Additional Skill Acquisition Programme
86
Hello English
88
School Noon Feeding Committees
90
Madhya Pradesh Shiksha Portal
92
Shala Siddhi – Hamari Shala Aisi Ho
94
Constructivism in Maharashtra - The Kumathe Story
96
Pragat Shaikshanik Maharashtra
98
Manipur
Advanced School Management and Integrated System
100
Mizoram
C2L Childhood to Livelihood Project
102
CLlx Connected Learning Initiative
104
Nagaland
Communitisation
106
Odisha
Bal Jyoti
108
Mother Tongue Based Multilingual Education Programme
110
Punjab
ePunjab School – Punjab
112
Rajasthan
Integration of Schools
114
Shaala Darpan/ Shaala Darshan
116
Introduction of Kindergarten System in Sikkim
118
SAATHI
120
Sikkim E-Education Infosys
122
Image Recognition Application Technology
124
School GIS
126
State Initiative in Assessment ,
128
Textbooks, Notebooks and Uniforms Distribution
130
Telangana
Balotsav
132
Tripura
UDDIPAN
134
Vidyalaya Chalo Abhiyan
136
Reigniting Teacher Motivation
138
Sugam Programme
140
Learning Levels Assessment
142
Sikkim
Tamil Nadu
Uttar Pradesh
Uttarakhand
NGO Initiatives Name
12
Page No.
Abhyudaya
146
Adamya Chetana
147
Akshara Foundation
148
Akshaya Patra
149
Bharti Foundation
150
Bhartiya Shikshan Mandal
151
Bodh Shiksha Samiti
152
CARE India- Girls Leadership Model
153
Centre for Science of Student Learning
154
Disha
155
Educate Girls
156
EHSAS
157
Ekal Vidyalaya
158
EQUIP
159
Guru Puraskar Foundation
160
Gurukulam
161
Humana People to People, India
162
JodoGyan
163
Kaivalya Education Foundation
164
Khan Academy
165
Learning Links Foundation
166
Lend a Hand India
167
Life Skill Through drama
168
Manav Uthan Sewa Samiti
169
Million Sparks Foundation
170
Room to Read
171
Sampark Foundation
172
Shiksha Sanskriti Utthan Nyas
173
ShyamchiAai Foundation
174
Sri Aurobindo Society
175
STIR Education
176
Tata Trust-CLIx
177
Tata Trusts - ITE
178
The India Nutrition Initiative
179
Unit of Science and Educational Development
180
Vandematharam Educational Research and Training Centre
181
Veda Vijnana Gurukulam
182
Vichar Television Network Ltd.
183
Vidya Bharti
184
Wadhwani Foundation
185
Youth For Seva
186
School Innovations Name
Page No.
Mission Digital School
188
Quality Education
190
Whole School Development
192
STATE & UT INNOVATIONS
Andaman & Nicobar Islands
BHARTI Card BHARTI (Better His/Her Achievement Rating & Teaching Indicators) Card focuses on identifying learning gaps by applying NCERT learning indicators and addressing the problem areas for Class I to VIII students in the government schools Year of starting
2015
Objectives To assess the learning outcomes of students in all major subjects To provide additional support for average level students to improve their learning outcomes To increase/ maintain students’ enrolment in government schools and improve UT’s academic performance at national level
Need for the Intervention • UT’s performance below national average in National Achievement Survey (NAS) Cycle 3 in all subjects • Increase in the number of slow learners due to ‘No Detention Policy’ at the elementary level
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State and UT Innovations
Key Features • Remedial classes beyond school hours for slow learners identified through BHARTI Card learning indicators • Learning indicators for each subject for each class based on NCERT guidelines • Inputs from experts teachers of State Institute of Education (SIE) and District Institute of Education & Training (DIET) to develop BHARTI Card (purely based on learning outcomes) • Provision for in-service training programs for teachers under SSA (Sarva Shiksha Abhiyan) at block and cluster level • Sensitisation of teachers about learning outcome and BHARTI Card
Impact/ Benefits • Improvement in learning outcomes for slow learners • UT’s performance improved surpassing the national average in NAS Cycle 4 during 2016-17 • Teachers’ training program enhanced teaching skills and interaction abilities with children • Students’ enrolment for extra classes increased with significant enthusiasm
Sustainability and Scalability Despite Andaman & Nicobar Island’s difficult topography, teachers have voluntarily participated in the new innovation program, which suggests its visible impact on ground. The selective features and assessment model of BHARTI Card is a huge success and has the potential for further scalability and sustainability.
Andhra Pradesh
APeKX Andhra Pradesh e-Knowledge Exchange A comprehensive online platform for teachers and students to strengthen quality and delivery of learning outcomes in the State Year of starting
2016
Objectives To develop a common platform for sharing best practices, lesson plans and other resources of quality education To ensure professional development of teachers through a single platform to host open educational resources and tools To incorporate a seamless coordination among teachers, students, experts and educational authorities
Need for the Intervention Lack of understanding the key aspects of learning and absence of an open discussion forum to improve quality of education uniformly across the State government schools
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State and UT Innovations
Key Features • ‘Subject forum’ for various streams where teachers can discuss and share resources • Online courses via open edx platform to help teachers for their professional development • Action research for teachers to share their research modules consisting of classroom activities
Impact/ Benefits • Total 1,71,702 teachers and 8,457 students joined APeKX across the State since launch • Access to high quality e-content and clarification by teachers/ subject experts to queries of students • Government of Andhra Pradesh to collaborate with NTP (National Teacher Platform) for building a platform with robust technology infrastructure • Dedicated e-content cell constituted to manage and develop the platform
Sustainability and Scalability Voluntary participation by teacher and student community in such a short span reflects its utility for improving the quality and access to education. The platform has enormous potential to address the significant issues that paralyze the current quality education delivery.
Andhra Pradesh
Assessment Reforms Technology enabled systemic assessment reforms to achieve improved student learning in the State
Year of starting
2016-17
Objectives To streamline the assessment processes in the state through one assessment cell body in SCERT (State Council of Educational Research & Training) To implement significant changes to classroom instructions for effective student learning outcomes and linking it with assessment files To enhance the quality of test design and development; develop data research and assessment reporting skills apart from strengthening the test administration procedures
Need for the Intervention No improvement in students’ learning across the State despite multiple surveys by State and national level educational bodies
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State and UT Innovations
Key Features • A tight ‘assessment-analytics-teaching-learning’ loop to improve the learning levels by 6-8% • 15 structured modules for every assessment cell member to be administered over a period of three years • Key modules comprising assessment frameworks, measurement as well as testing theory, science of item writing, test administration along with sampling, statistics, data analysis, and science of report writing • Integration of assessment data with non-assessment data including U-DISE, Student Information System, Teacher Information System for better understanding of the requirements/ needs and promote data-driven decision making
Impact/ Benefits • Assessment cell constituted and set up within SCERT • Assessment data collection format simplified for headmasters to upload the information easily • Cross data analytics institutionalized to empower administration officials for effective decision making • Dashboards developed for 3R/ SLAS and CCE to effectively communicate the message at various levels of interventions
Sustainability and Scalability The education system has been enbled due to data assimilation through assessment platform along with subsequent integration and analytics of the information. Educational institutions can now understand the exact requirement for developing a suitable solution based on the integrated information. The innovation has the potential to interlink necessary components and to open multiple doors to leverage the educational reforms on the ground.
Andhra Pradesh
BRT - Badi Runam Thirchukundam A community participation initiative to enhance the infrastructure facilities and monitoring of government donations in government schools Year of starting
2016
Objectives Objectives To involve community in School development activities To provide inspiration to community members by promoting donors To practice accountability for the donations at State level
Need for the Intervention The absence of awareness at local community level about schools’ infrastructure and adequate utilization of government funds to upgrade the facilities
22
State and UT Innovations
Key Features • A mechanism set up as BRT Cell at the State Project Office • A team of three officials constituted. Assigned duties of social media to maintain separate account for BRT, and propagate the program through telecommunication • A website design and dedicated to BRT for better transparency
Impact/ Benefits • Sensitization of the Community on a large scale to participate in the development program • People from all walks of life contributed for the cause • Improved transparency in monitoring of funds and subsequent utilization
Sustainability and Scalability The program has received an overwhelming response from all the stakeholders, and schools received significant funding from local contribution to address immediate infrastructure needs. The initiative has an enormous potential for growth with the rise in awareness level.
Andhra Pradesh
SIMS - School Information Management System A comprehensive platform relating to infrastructure, syllabus, enrolment and teacher information by mapping U-DISE (Unified District Information on School Education) data Year of starting
2014-15
Objectives To leverage technology for governance and management of education delivery, students’ learning and teachers’ professional development To develop comprehensive information database system for regular monitoring and course correction To incorporate new applications, teacher services and student incentive programs
Need for the Intervention Administration of educational services became expensive and cumbersome to manage. Measures taken became ineffective due to lack of availablity of real-time information/ data for taking suitable action
24
State and UT Innovations
Key Features • e-Hazar, an Aadhaar linked biometric based device to monitor student and teacher attendance in real-time • Dropout prediction, a cloud based solution to process complex data systems - child information, school infrastructure data, student performance, teacher skills - and build algorithms to predict school dropouts • Analytics and integration of assimilated data to monitor the implementation of various initiatives undertaken, using technology-enabled dashboards for tracking • AP Gross Enrolment Ratio (GER) validation, an application to conduct household survey of children whose data is not available on Student Information System but available in Praja Sadhikara Survey – (a state level drive conducted by AP Government)
Impact/ Benefits • SIMS portal, now a one stop for all stakeholders in school education • Increased visibility of all education related metrics for effective decision making • By achieving 100% Aadhaar seeding of students, duplicate enrolment of students eliminated • Gross savings of 27.44 crores in textbook printing for the period 2015-16 to 2017-18 and 105.42 crores in Mid-day meals budget for the period 2015-16 to 2016-17 • SIMS also helped in integrating inter-departmental convergent activities
Sustainability and Scalability SIMS adoption helped in availing quick services and saving funds. The State has also realized that technology is an enabler which can bring reforms in school education. The new innovation can also be scaled in optimizing service delivery mechanisms for all stakeholders involving school education.
Arunachal Pradesh
Professional Learning Community A collaborative educational intervention to enhance pupil teachers’ academic performance
Year of starting
2015
Objectives To improve the academic performance of the D.El.Ed. trainees with collaborative efforts of D.El.Ed./ B.Ed. pass out students, DIET faculty, School teachers and College/ University faculty To reduce wastage of time and resource spent on education of aspiring teachers To improve the qualifications of the teachers and quality of education in government schools
Need for the Intervention Nearly 80% of the D.El.Ed. pass out student trainees of DIET, Dirang fail to qualify in CTET and APTET
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State and UT Innovations
Key Features • Professional Learning Community (PLC) was floated through social media and word of mouth publicity inviting members from registered D.El.Ed./ B.Ed. pass out students, school teachers, DIET faculty and College/University faculty to join PLC • The existing resources of the DIET used to full capacity
Impact/ Benefits • Implementation of PLC helped in identifying the learning gaps and providing needbased learning as well as other support to the trainees • Confidence level of the candidates increased for CTET and APTET • Consequently, the results of trainees of DIET Dirang in CTET and APTET improved from 0-2% in 2012-13 to 24 % in 2016
Sustainability and Scalability The program successfully improved the pass percentage and confidence level of trainee teachers, through best available professional resources with DIET Dirang. The initiative can be scaled to other locations across the State.
Assam
DRISTI A comprehensive program for academic monitoring and evaluation of the schools
Year of starting
2015
Objectives Monitoring of various activities of school and effectiveness of teacher training program under RMSA (Rashtriya Madhyamik Shiksha Abhiyan) guidelines To guide school authority to enhance the knowledge of UDISE data and its analysis to improve quality and access of secondary education To provide guidance to the teachers for using new ICT (Information and Communications Technology) tools in classroom transaction for effective and joyful learning
Need for the Intervention Inadequate school performance, assessment, planning apart from irregular and insufficient monitoring by administrative officials
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State and UT Innovations
Key Features • Better Human resource management and mapping of infrastructure development • Data capturing format institutionalized at various levels for data assimilation and record keeping • Constitution of resource groups at the State, district, and school level
Impact/ Benefits • Total 270 DRPs’ and 420 ARPs trained across 27 districts with one data entry operator in each district • DRISTI program is running across 4,285 Govt./ Govt. Aided Sec./ Hr. Sec. schools in the State • Improved teachers’ regularity, record maintenance, and upkeep of the school premises • Regular awareness program and career counselling service for the students in schools • Management and use of ICT lab and library resources improved • More focus on development of physical, co-curricular and extracurricular activities by the schools
Sustainability and Scalability The innovation has brought significant change in the mindset of school administrators as well as among students. DRISTI program can be further scaled to address more issues related to government schools in the State.
Assam
REP - Reading Enhancement Programme A comprehensive program for improving reading and learning abilities among children
Year of starting
2013-14
Objectives To develop the skill of reading, comprehension and writing of class-I & II children To create enabling environment and opportunities for reading and writing in schools To ensure structured reading practice and develop speed in reading
Need for the Intervention Prior to the intervention, students in government schools lacked adequate reading skills
30
State and UT Innovations
Key Features • Formation of Resource Groups (RGs) at the State, block and cluster level through notifications • Capacity building of SRG, BRG and CRG through different trainings, workshops and orientation programs • Teachers training on pedagogy/ process under REP • A high ‘time-on learning task’ through active engagement in learning activities
Impact/ Benefits • Instructional design prepared for the transaction in class-I & II especially for reading enhancement • Teachers Training Module prepared • Activity bank developed for teachers for smooth transaction • Total 4,000 schools, 200 each in 20 districts, covered under the program
Sustainability and Scalability The innovation in improving the fluency of reading made a significant impact. The program can be scaled to more schools and locations across the State.
Assam
SAROTHI – A Centre for Ability Development Through this initiative, ‘Society for Human Development’ (SHD) is nurturing a group of differently abled children through a Daycare centre
Year of starting
2008
Objectives To support physically and mentally challenged children through Daycare and residential facilities To sensitize communities/ volunteers on disability and children requiring special care To instil feeling of self-confidence and economic independence among children with special needs
Need for the Intervention Lack of adequate support system/ facilities for differently abled children including physically/ mentally challenged kids as well as orphans in Nalbari district of Assam
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State and UT Innovations
Key Features • Screening and Identification through House-to-House survey to create a database • Providing Day care facility to Mentally Challenged, Autistic, Hearing Impaired, Cerebral Palsy children through different therapeutic and educational interventions • Organising Health/ Assessment camps for providing aids and appliances through support from other Government Departments • Residential facilities for orphan children and sensitisation/ awareness program for community members and Anganwadi workers • Organising different co-scholastic activities like Music, Dance, Yoga, Games and Sports etc. among children with special needs
Impact/ Benefits • Supported 66 physically and mentally challenged children through day care centre in Nalbari • Supported 88 hearing impaired children through Community Base Rehabilitation program • Three hearing-impaired students completed their HSLC (High School Leaving Certificate) and currently pursuing higher studies
Sustainability and Scalability The program has made a social impact and brought significant change in the life of differently abled children in Nalbari district. The program can be scaled further to support children with special needs across the State.
Bihar
Assessment as an Integral Part of Quality Education A functional and dynamic tool for quality education at elementary level
Year of starting
2016-17
Objectives To identify the learning gap of the students and develop ‘Individual Education Plan’ of each student led by teachers To allow teachers to engage with the students in a constructive way for a joyful learning environment. To record educational progress of each child with providing every child a progress report card
Need for the Intervention No Detention Policy resulted in poor assessment mechanism, which led to directionless teaching-learning environment
34
State and UT Innovations
Key Features • ASSESSMENT HANDBOOK - to introduce a balanced assessment system for class I to VIII - made available to all elementary schools • To make the assessment an organic part of teaching and learning in formal school systems • Rigorous monitoring of district level offices for timely disbursal of assessment material to all schools • Technical support through SCERT (State Council of Educational Research and Training) along with TEIs/ DIETs (Teacher Education Institute/ District Institute of Education and Training) • 31 question papers developed for each class and subject, from class I to VIII, which comes to 1,371 sets of questions
Impact/ Benefits • Monthly, half-yearly and annual assessment conducted in 2016-17 • Learning deficit of each child measured after monthly assessment and special class/ remedial teaching conducted simultaneously for those children • The program emerged as an effective tool for motivating teachers and parents to contribute to students’ learning • Learning outcomes improved after assessment
Sustainability and Scalability The innovation has proved to be a program that can motivate teachers/ parents to improve a child’s learning outcomes. The assessment criteria can be expanded to address more issues in children’s learning at the elementary level.
Chandigarh
Solar Power Plants in Schools Installation of solar power plants in government schools
Year of starting
2013
Objectives To reduce power bills in multi-storied buildings of government schools in the UT To make schools self-dependent and power surplus in energy generation To use the amount saved from energy bills in other activities of the school
Need for the Intervention The electricity bills of schools were very high
36
State and UT Innovations
Key Features • Utilization of rooftop space of school buildings for generating non-conventional energy • Support from CREST (Chandigarh Renewable Energy and Science & Technology Promotion Society) and Department of Science & Technology & Renewable Energy • Space allocation by the School Education Department for installation of solar panels on the rooftops of Govt. School Buildings
Impact/ Benefits • 64 Govt. Schools in the UT commissioned for rooftop solar plants • Total power generation capacity of 2,510 KW equivalent to 3.26 MU per year • Reduction of 226 metric ton of Carbon-di-oxide per annum equivalent to planting 2.44 lakh trees annually
Sustainability and Scalability Innovation with a social cause - it is enables schools to reduce power bills and utilize unused rooftops. It holds great potential for expansion across Chandigarh as well as other States.
Chhattisgarh
COSMOS Chhattisgarh Online School Monitoring System A biometric device to monitor attendance of school staff and students and ensure transparent educational governance Year of starting
2016-17
Objectives To enable real-time continuous monitoring and self-reporting of various aspects related to school education To improve the quality of education in government schools To eliminate irregularities in delivering benefits of government schemes
Need for the Intervention The absence of a fool-proof mechanism to monitor daily attendance of teachers and students
38
State and UT Innovations
Key Features • Procurement of Bio-Metric devices - having both online/ offline data upload capacity - and installation at the school campus locations • Registration of Biometric of Teacher and other staff at block level and validation of the registered data • Education officers and Collector equipped with a mobile app for continuous monitoring of the system • A web-based system for generation of various on-demand reports
Impact/ Benefits • Biometric devices installed at 1,420 school campus locations covering 2,200 schools • Improvement in attendance of teachers and students. • Teachers have more time for teaching • Child tracking becomes easy • Dropout rate of students reduced
Sustainability and Scalability The innovation can bring significant improvement in transparency & efficiency of the Education System. The program has the potential to be scaled to other localities across the State as well as other parts of the country.
Chhattisgarh
Dr. APJ Abdul Kalam Shiksha Gunvatta Abhiyan A community supported program to improve quality of educational governance and students’ learning outcomes
Year of starting
2015-16
Objectives To create enabling conditions in schools for improved learning To connect community with classrooms for better monitoring and functioning of institutions To facilitate convergence of school administration with officials of other departments and civil society organizations
Need for the Intervention Inadequate community involvement in school management especially in academics coupled with lack of adequate teacher support mechanisms resulting in low levels of learning outcomes
40
State and UT Innovations
Key Features • Simple tools for data collection and planning along with actions like social audit, school monitoring checklist and students’ progress card • Social audit of schools to identify focus schools every year • Two rounds of academic monitoring by external team (Senior officials/ public representatives) • Providing inputs on a regular basis as per requirement/ training needs • Supply of Maths and English kits and training in all primary schools through Sampark Foundation
Impact/ Benefits • Community is taking an interest in social audits with active involvement of mothers to discuss the quality of education imparted in schools • Number of schools creating their own School Development Plans • Teachers started forming their Professional Learning Communities by sharing innovative ideas through social media • Availability of TLMs (Teaching Learning Materials), mostly developed by teachers using local resources, increased in schools • Small group activities, now a regular part of classroom processes • More than 8,000 public representatives and senior officials trained to monitor the schools
Sustainability and Scalability The program has created a visible impact in school education scenario with collective participation and ownership by community and teachers. The innovation can be further scaled to target more schools, areas, and functionalities to improve overall education governance.
Chhattisgarh
PBS - Palak Balak Sammelan The program is aimed at ensuring accountability of primary and upper primary schools at the community level by inviting all the parents and village elders at a mini gram sabha at all the schools across the district Year of starting
2015-16
Objectives To give ownership of the schools to the parents and community To improve the quality of learning in the schools To hold schools accountable to the community
Need for the Intervention Lack of awareness among the parents and the community about their responsibilities with no monitoring of the functioning of the schools as well as low turnout at SMC meetings
42
State and UT Innovations
Key Features • Palak Balak Sammelan is held once in two months with agenda prepared in advance • Progress report of each student is read out to the parents, which tracks the basic learning levels of each student in Mathematics, Hindi and English • Participation by all district and block level officials in the meetings • Identification of malnourished children, with subsequent nutritional awareness building and discussion on strategies to fight malnutrition within the community
Impact/ Benefits • Community taking up the responsibility of providing infrasturctural gaps like that of boundary walls, coloring and painting of school buildings etc • Participation and support of parents and panchayats increased in annual school events like Sports Mela; Science, English, and Maths Melas • Five village communities came forward to take evening community classes for six months in a year – a voluntary initiative by the villagers and panchayat • Every parent in Bastar district is aware of the Palak Balak Sammelan and understands its importance • Monitoring of schools and its learning outcomes by community increased
Sustainability and Scalability The program has received considerable support from the community with active participation from all stakeholders in Bastar district. The innovation can be further scaled to other parts of the State for better results.
Chhattisgarh
Pragya Project The innovation seeks to improve the learning levels of students through technology-assisted, inservice teacher training on subject matter knowledge and pedagogy Year of starting
2015-16
Objectives To address the shortage of Science, Mathematics and English teachers To provide continuous and comprehensive in-service training to the teachers To improve foundational knowledge of Mathematics and English of high-school students
Need for the Intervention Most of the existing educational technologies (hardware and software) and e-content in India are for resource rich private schools which are digitally connected and English Medium. The most prominent barrier to the integration of ICT in education is in govt. schools of Chhattisgarh
44
State and UT Innovations
Key Features • A robust teacher support system for conducting remedial classes with relevant content and sturdy, inexpensive hardware • A database of 1600 plus videos developed with the help of subject teachers of Kanker district • Content developed suitable for screening with the help of LED TV and hard disk in about 150 schools in Kanker district • Content available for students of class X, XI, and XII in Physics, Chemistry, Maths, Biology and English • Revision via video lectures in schools having shortage of teachers • Training of high school teachers via video lectures during school vacations • Remedial maths education for class 9th students • Monitoring and periodic review by the education department
Impact/ Benefits • Technology-assisted teacher training most beneficial for teachers • Integration of video lectures into normal classroom allowed effective utilization of offline video lectures for chapter wise in-service training • Schools with shortage of teachers, could use video lectures to teach students
Sustainability and Scalability The program has changed the way lectures used to be delivered along with improving the quality of education as well as of teachers across Kanker district. The innovation can be further scaled up to other districts and schools across the State.
Delhi
Chunauti A program to significantly reduce failure rate in class IX and strengthen learning skills of class VI to VIII students
Year of starting
2016
Objectives To reduce the failure rate in class IX by 2018 To reduce the percentage of students who fail in government schools To strengthen the foundational learning skills of class VI to VIII students
Need for the Intervention The consistent decline in the pass percentage of class IX students of Delhi Government schools over the last three years
46
State and UT Innovations
Key Features • Creation of a dedicated unit – ‘Mentor Teachers Group’ to drive the initiative at the school level • Involvement of teachers in creating and using the support material with a sense of ownership • Baseline learning assessment of all students of class VI to class IX who failed in previous attempts • Based on their basic learning level in Hindi and Maths, students of class VI to class IX placed in one of the two groups within their own class - Pratibha and Nishtha • For students of class IX who failed for the second time in 2016, the Modified Patrachar option Vishwas was introduced
Impact/ Benefits • In the academic year 2016-17, the pass percentage in class IX improved marginally to 52.5% from the previous year’s 51% • About 62,277 students took the modified Patrachar exam of class X this year as against 3,165 last year • Through the focussed intervention to improve the reading ability of students from class VI to VIII, a total of 97,157 students, learned to read their textbook fluently • Teachers accepted that ‘learning with understanding’ is the goal of teaching and not just the completion of the syllabus
Sustainability and Scalability The program helped schools and teachers to reduce the number of students who fail as well as improve basic reading and learning skills among students. The scheme improved significantly the pass percentage in government schools, hence can be further scaled across other schools in the State.
Delhi
Reading Campaign The campaign focused on all students of class VI to VIII of Delhi schools who could not read their textbook fluently
Year of starting
2016
Objectives To get all children to read basic texts in Hindi fluently To engage the teachers with students to help them improve reading levels To provide text material in various formats for practicing and easy learning
Need for the Intervention According to the Baseline Assessment in July 2016, 74% of class VI students were unable to read their grade-level textbooks, while 56% of class VI to VIII students were unable to read their textbook fluently
48
State and UT Innovations
Key Features • Teaching Learning Material comprising a set of 30 short stories, word cards and compendium of 48 activities for children at different reading levels and phonetic cards/ charts • Onsite support to teachers through regular visit by Mentor Teachers, demonstration of the activities to the teachers with children, and sending daily cue cards through WhatsApp for children activities • Community engagement through School Management Committees by organizing ‘Reading Mela’ over weekends in school premises or at some community space
Impact/ Benefits • Total 97,157 students learnt to read their textbook fluently in 32 working days • Teachers reached out to the children with special needs • Teachers made efforts to understand why some children were not making progress and used innovative methods to support their learning • Use of library gained momentum during the period
Sustainability and Scalability The campaign focused on the problem of students not being able to read their textbooks. The program significantly improved the reading abilities of children in an engaging manner. The learning model can be further scaled to identify problem areas of students in other schools.
Gujarat
Gunotsav A common assessment tool to measure students’ learning outcomes as well as the schools’ performance indicators like co-scholastic activities, and use of available educational/ physical resources Year of starting
2009
Objectives To ensure adequate use of resources and community participation for better learning outcomes To generate a comprehensive school report card according to the performance of schools on various indicators To institutionalize a culture of self-assessment at different levels of education governance
Need for the Intervention The mapping and subsequent evaluations of quantitative numbers regarding dropout rates, enrolment etc and their linkage to quality of primary education imparted at school was not adequate
50
State and UT Innovations
Key Features • All 34,000 government schools covered under self-assessment exercise, whereas around 30% schools were assessed by external evaluators. • Apart from the guideline booklet, an audio-visual training material was also prepared for Gunotsav • Three types of tools incorporated at state level - class wise frames for reading, writing, and numeracy for class II to VIII; subject wise question papers prepared for Class VI to VIII; and school evaluation format also developed to assess the schools’ performance- by GCERT (Gujarat Council of Educational Research and Training)
Impact/ Benefits • Gunotsav created a sense of accountability among teachers and officials of the education department • The number of schools which received A+ grade, increased from 05 in Gunotsav1 to 2,115 in Gunotsav7 • Overall, the number of poor performing schools decreased across all grades and indicators
Sustainability and Scalability The new program has progressively yielded better results since its launch. It is due to community participation and increased awareness of education officials at various levels. Other parameters can also be included in the innovation to improve performance of schools as well as students.
Gujarat
PraGna (Pravrutti Dwara Gnan) Activity-based joyful learning as a concept - with textbooks developed with the same pedagogy
Year of starting
2010
Objectives To make teaching-learning an interactive, engaging and entertaining experience To make students efficient in basic skills of reading, writing, and numeracy To encourage teachers for participation in classroom activities
Need for the Intervention Children of primary schools lacking in basic learning outcomes along with some issues regarding teaching-learning process in the classroom – inadequately active and participative enough
52
State and UT Innovations
Key Features • The content divided into small activities and organized in sequential ladder for individual child learning/ progress, by completing one by one activity • Three types of interactions (Teacher- Child, Child-Child, Child-Material) with continuous evaluation • The basic steps of learning cycle completion -Introduction of concept, Practice, Evaluation - maintained for all concepts by each child • Rainbow activities - as one of the subjects with equal credential - for holistic development of children • Individual Child Profile and Portfolio to record progress with testimonials
Impact/ Benefits • More than 70,000 teachers and 23 Lakh children covered under the program in 23,000 schools across the State • Children’s scholastic achievement improved significantly as students of PraGna schools performed better than non-PraGna schools • Private schools adopted PraGna learning approach and implemented in their schools • Interactive and innovative teaching - involving ample practice in speaking and listening and creative thinking - developed confidence in Language proficiency • Exposure to various project work/ field work for students for enhanced creativity
Sustainability and Scalability With successful implementation at such a large scale and its visible impact on the ground, the initiative needs more support from the government as well as other stakeholders to reap its benefits in other parts of the State and country.
Gujarat
Transparent Recruitment and Online Transfer of Teachers A centralized online process of recruitment/ transfer for the State education department
Year of starting
2010
Objectives To bring transparency in teacher recruitment and reduce stress over local authorities To instill transparency in the system and process/ execute in a time-bound manner To minimize litigations about the process and provide relief to district machinery in carrying out the recruitment process
Need for the Intervention Earlier, anomalies in the recruitment process and subsequent litigation ratio was high, leaving meritorious candidates disappointed
54
State and UT Innovations
Key Features • Recruitment/ Selection entirely based on Merit and no personal interviews held • Candidates can select district and school based on their merit only • Most of the vacancies are being filled up faster, which earlier remained vacant due to resignation/ transfer of teachers
Impact/ Benefits • Total 44,074 Upper Primary School Teachers, 4,097 Primary School Teachers, and approximately 7,000 Head Teachers recruited using the online system. • Total 5,549 teachers transferred using the online process • Transparent Online Recruitment system being utilized by other Departments of the State Government such as Commissioner of Schools, Tribal Development Department among others
Sustainability and Scalability The innovation has put a reliable and satisfactory mechanism in place for recruitment and transfer of teachers by eliminating all channels of irregularities. Adopted already by various other departments, the program has vast potential to be leveraged across the entire State machinery.
Haryana
Joyful Day A practice to provide stressfree education in a joyful manner through fun-filled activities along with burdenfree learning
Year of starting
2009
Objectives To let the child explore his/ her potential in a joyful manner To increase students’ attendance in school and participation in classroom activities To establish a cordial teacher-student relationship To develop students’ ability to learn and help them in achieving continuous and comprehensive evaluation objectives To provide students and teachers a platform to showcase their skills and create a friendly environment in the school
Need for the Intervention Prior to the intervention, learning was just confined to textbooks and completing the curriculum of the school
56
State and UT Innovations
Key Features • Division level workshop initiated to impart training to all block and district education officials • A team of experts was constituted to monitor the activities in the school on Joyful Activity Day • Detailed descriptions of the activities along with videos on best practices shared on departmental website
Impact/ Benefits • The innovation resulted in increased enrolment of students in schools and was also well received by the community • The stress levels of teachers and students reduced significantly • The student-teacher relationship became cordial with well-decorated classrooms featuring learning activities • No school-bag day created joy amongst students
Sustainability and Scalability The initiative has allowed teachers, students, and officials to look beyond textbook and curriculum boundaries to turn schools into a place to learn with joy. The program is helpful in relieving stress levels among students and teachers, thus can be scaled to more locations and schools across the State.
Haryana
Vocational Education The initiative aims to achieve the mandate of skilling children in integration with academic stream; and to equip the students academically and technically so as to empower them to face the challenges of the world of work Year of starting
2012
Objectives To establish qualitative and conducive vocational education systems in schools To assess skill gaps, identify skills and impart training to students from the industrial perspective To integrate skills enhancement program with academic stream
Need for the Intervention Need to introduce skills keeping in view the assessment of skill gaps and identification of skills and training of students as per expectations of industry
58
State and UT Innovations
Key Features • Concept of classroom cum lab introduced for skill development based on practicals • Centre of excellence established at Faridabad in 2014-15 to impart skill training with compulsory IT course and one of the six other skills including Retail/ Security/ Beauty & Wellness/ Patient Care Assistant/ Physical Education/ Sports • The course content divided on monthly basis, based on which monthly assessment tests are taken and the transaction of curriculum is monitored • E-mate devised for disbursement of salary of teachers deployed through VTPs • In these schools students of Classes VI to VIII are taught relevant skills as hobby for one period per week per class
Impact/ Benefits • 1001 Government Higher Secondary Schools covered under the program with 14 skills, 2 skills in each school • Vocational education imparted to the students enrolled for the program
Sustainability and Scalability The program is enabling students to gain necessary professional skills along with regular school curriculum. The initiative can be scaled to add more skills based on the feedback from the students, teachers and the Industry.
Himachal Pradesh
Digitization of Assessment The program is aimed at digitization of census data of all student assessment results in the State
Year of starting
2016
Objectives To increase the speed and accuracy of student-level data collection using technology To eliminate human error and subsequent impact on key policy formation To accumulate real-time data for suitable action and devise programs
Need for the Intervention Before the intervention, State used to digitise student-level assessment data by a time consuming method resulting in mannual errors, poor quality data and time lag in providing data for key decision making
60
State and UT Innovations
Key Features • Grade and competency wise analysis at different level • An interactive dashboard for analysis of data collected • Simple OMR (Optical Mark Recognition) data sheets for teachers to feed the student information • Transparent, faster and real-time information feeding system
Impact/ Benefits • The student-level data across the State digitized and shared with relevant stakeholders in record time • Through this initiative, Himachal Pradesh became the first State in the entire country to analyse student-wise and question-wise data of over 4 lakh students • Whereas up to 40-50% data was left unused earlier, the error-rate of data based on OMR sheets is now less than 5%
Sustainability and Scalability This is a feat that has not been achieved anywhere else in the country, which becomes even more noteworthy given the difficult socio-economic and geographical context of Himachal Pradesh. The innovation has the potential to be scaled up across other States.
Himachal Pradesh
OMR Based Review and Monitoring Data backed review and comprehensive monitoring of schools which has enabled informed decision making at both strategic and operational levels Year of starting
2016
Objectives To address insufficient accountability and ownership of processes in the system To introduce revamped review and monitoring system To monitor compliance adherence and actions throughout the education machinery
Need for the Intervention Lack of a systematic and institutionalized review mechanism in the State government schools
62
State and UT Innovations
Key Features • OMR based form to be filled by the officials during pre-determined school visits • Forms are collected and scanned through an OMR reader at the State level • Digitized data is converted into dashboards for every district • Monthly reviews conducted by every district using the dashboard • In addition to the dashboard, the list of schools where improvements need to be made across various specific issues is fed into online Action Point tracker for district officials to take necessary action • Tracker monitoring at the State level for compliance • Monthly reviews (in groups of 4 districts) conducted at the State level
Impact/ Benefits • A new review and monitoring mechanism system in place • More than 14,000 classrooms across 6,500 schools covering more than 3.5 lacs students visited and reviewed • Based on the inspection data collected, 18 State-level meetings and 40 district-level meetings held
Sustainability and Scalability The new system has changed the conventional methods of reviewing and monitoring action plans for the schools, in turn incorporating transparency and accountability for the stakeholders. The initiative can be scaled for broader perspective and record management across other departments in the State.
Himachal Pradesh
On Time Textbook Delivery The initiative aimed at delivering free textbooks to all students across the State before the start of academic session to eliminate loss of teaching time
Year of starting
2016
Objectives To leverage technology to streamline supplementary operations and avoid duplication of efforts by teachers To make entire education machinery active and responsible To bring transparency and hassle-free delivery mechanism for book distribution
Need for the Intervention Lack of coordination among various stakeholders like Directorate of Elementary Education, Directorate of Higher Education, the State Project Office, HPBOSE (HP Board of School Education), printers, and depots led to delay in delivery of books to government schools
64
State and UT Innovations
Key Features • Assigned clear roles and responsibilities to 24 district officials and 500 block officials in the supply chain process • Online demand collection and verification by blocks instituted • Issuance of centrally-managed electronic indents • Constant SMS reminders to all stakeholders to adhere to the timelines • Schedule for book collection put up online for advance information at depots & blocks • Confirmation of pick up via WhatsApp or phone calls by both blocks & depots • Helpline set up to assist schools, block officials and depots
Impact/ Benefits • The program avoided duplication of effort within the block, in turn saving time, effort and money • More than 55 lakh books distributed to 15,000 schools across the State before the start of the new academic session • Books reached schools a month ahead of the academic session against an average delay of 2-137 days • 24 Book Distribution Centers, 125 education blocks, and more than 2,100 education clusters streamlined using new system
Sustainability and Scalability The new initiative successfully streamlined the entire education machinery in the State through real-time updates over various technology-supported platforms. The strategy can also be scaled and implemented in other departments.
Himachal Pradesh
PRERNA The program is aimed at improving basic learning levels by identification of gaps in learning, and addressing these gaps through training, constant evaluation and innovative teaching techniques
Year of starting
2014-15
Objectives To improve the learning level of children in basic skills of mathematics and language at primary level To enhance essential reading - writing ability of students To enhance performance index of the government schools
Need for the Intervention Below average foundational skills in early reading, writing and numeracy among primary school students
66
State and UT Innovations
Key Features • Preparation of Teacher’s manual, student’s supplementary material • Capacity building workshops organised at the State and district levels to understand the pedagogy and process followed during implementation of PRERNA • Regular monitoring by district and block level educational officers to track the learners’ achievement • Baseline assessment tools developed to assess the basic skills of language and mathematics • Categorization of the schools in three levels based on cumulative baseline and endresults in basic language and Mathematics through the School Performance Index (SPI)
Impact/ Benefits • The SPI serves as a basis to government’s district block and cluster level functionaries for selecting schools requiring more on-site academic support • The basic language and Mathematics skills of primary school students improved significantly • Performance of schools also improved after SPI categorization
Sustainability and Scalability The program enbled identification of gaps in learning levels and addressed these gaps through training, evaluation and innovative teaching techniques with visible improvement in learning levels of students, the program has potential for scale up.
Jammu and Kashmir
In-Service Refresher Training The program aims at providing in-service training to improve teachers so as to improve the quality of teaching and learning in government schools across the State Year of starting
2016
Objectives To provide quality training in pedagogy to teachers in government schools covering practical aspects of teaching To develop a classroom culture focussing on Classroom Management and Student Investment To enable teachers to develop integrated Lesson Plans based on ‘I Do - We Do -You Do’ module
Need for the Intervention Pre-service trainings received during B.Ed. programs found to be too theoretical, lacking in quality and relevance for teachers
68
State and UT Innovations
Key Features • Each training centre equipped with laptops, projector, generator, training equipment, TLM etc • Programme schedule for all batches sent from Directorate of SSA (Sarva Shiksha Abhiyan) • Online information of training schedule to teachers in advance to avoid absenteeism • Monitoring & feedback reports from Master Trainers (MTs)-Monitors • A WhatsApp group formed comprising of all MTs, training experts, Directors, State Project Directors, Secretary of School Education for peer learning
Impact/ Benefits • Attendance of trainee teachers increased to about 100% • Disbursal of tools to teachers for creating lesson plans. • 84,955 elementary teachers trained in contemporary pedagogy with module designed by experts • Created a cadre of MTs and resource persons for all future training
Sustainability and Scalability The program has given muchneeded leverage to the teachers that will boost their confidence level as well as ability to manage the students and their learning outcomes. With a large pool of MTs in place, the resource group can be used to impart necessary training in future.
Jammu and Kashmir
Smart Class & Knowledge Network An initiative to link government schools in the state with high-speed internet and advanced IT/ ICT infrastructure
Year of starting
2016
Objectives To utilize the existing IT/ ICT infrastructure at its full potential for enhanced learning To connect students at remote locations with best teachers, scientists, entrepreneurs and administrators To provide exposure to outside world and technological revolution happening in the government schools across the State
Need for the Intervention Due to lack of ICT and outside exposure, students have to depend on the resources available in the school
70
State and UT Innovations
Key Features • Each training centre equipped with smart classrooms with projector cordless mike, webcam, speakers and internet connection • Appointment of School Nodal Officer (SNO) from persons with computer knowledge at school level and the best among them as District Nodal Officer (DNO) • A WhatsApp group formed comprising of all SNOs, DNOs along with District and the State level officers • Dedicated website for monitoring and feedback of the program • SNOs appointed for identifying and contacting experts for voluntary interactions
Impact/ Benefits • In 2016-17, more than 200 smart classrooms connected with internet and application for 2-way interactive lectures from across the world • Students in government schools gained access to the best IT facilities available • The teaching-learning process equipped with additional tools, resources, saving time and energy for teachers • Different concepts, especially in Science, developed in an easier format through animations and videos • Interaction of students among themselves cutting across the geographic divide
Sustainability and Scalability The initiative successfully interlinked the computer labs in government schools and converted them into smart classes by adding required support equipment in the schools. More perspective of curriculum development can be achieved through this initiative.
Jharkhand
Imparting Education to Low Vision Children A comprehensive initiative to promote inclusive education in schools, counseling of parents, orientation of teachers and SMC members
Year of starting
2015
Objectives To make children with vision disability self-dependent by enabling them to join regular schools through counseling of parents, teachers, other students, etc. To advocate for and provide essential facilities in the school for these children To eliminate the burden of special schools on parents and society
Need for the Intervention Earlier, children with low vision could not be enrolled, as the school lacked special facilities and well-trained teachers
72
State and UT Innovations
Key Features • Identification of households, where children with vision disability are staying and counseling of parents for convergence with nearby schools • Orientation and sensitization of teachers along with specialized training to peer groups • Modifications in school infrastructure to make them accessible • Clinical screening of the children • Disbursal of devices and ICT tools as per requirement of the children • Training program for children, parents and teachers on use and maintenance of the devices
Impact/ Benefits • Over 400 children enrolled under this program and provided all necessary facilities • Out of them seven students appeared in Board examination and passed the exam
Sustainability and Scalability The innovation has the potential to transform the way society perceives special children apart from bringing a positive change in their life. A slow initiative to begin with but can do wonders in long-term if supported by the stakeholders.
Jharkhand
SAJHEDARI A comprehensive program of various activities to be carried out at school level ensuring active participation of SMCs (School Management Committees)
Year of starting
2016
Objectives To make SMCs more active and participative through training as well as giving role and responsibility To replace non-performing committees with new ones, who can put their effort to make school vibrant To increase Zero Drop Out schools and panchayat across the State
Need for the Intervention There were a large number of inactive SMCs in the State which were taking no positive steps to improve the condition of schools
74
State and UT Innovations
Key Features • Monthly meeting with SMCs on last Saturday of every month where presence of Mukhiya is mandatory • Mukhiya sammelan organized at block, district and State level and communication letter sent to all Mukhiyas by Chief Secretary mentioning their roles and responsibility • Display of teachers’ profile posted at school under the “Know your teacher” initiative • Capacity building of SMCs with functionality of MDM and monitoring of child entitlements • Declaration of ‘Zero Drop Out’ panchayat by Mukhiya and after its verification, certification by Deputy Commissioner
Impact/ Benefits • Total 2,934 inactive SMCs identified, dissolved, and reconstituted • Total 1,315 Zero Drop Out panchayats declared by Mukhiyas and 698 panchayats certified • Total 6,812 schools covered under Zero Drop Out panchayat
Sustainability and Scalability The innovation has successfully transformed the SMCs culture for betterment and smooth functioning of schools, through spreading awareness among the local stakeholders. The program can be extrapolated to remaining schools and territories across the State.
Karnataka
Online Process for Admission & Fee Reimbursement for Unaided Schools Online admission and reimbursement of fees for weaker sections under RTE and to improve transparency in process and minimize duplication Year of starting
2012-13
Objectives To ensure that benefit goes to actual beneficiary only To maintain genuine records of the candidates in schools and education department To eliminate human interface across the entire chain leaving no room for malpractices
Need for the Intervention Earlier, the physical/ manual verification of each application for admission and fee reimbursement led to many anamolies including leaving out of genuine beneficiary
76
State and UT Innovations
Key Features • Aadhaar-based automated online verification of documents for admission and fee reimbursement • Seats allotment through online lottery and communication is sent through SMS • Helpline number to convey information in public domain and resolve queries • A 36 - hour window to resolve pertaining issues/ grievances
Impact/ Benefits • Human labor reduced due to intervention of multiple software of UIDAI, KRDH, Revenue Department and all other stakeholders • Quick verification, fast processing with advance technology • Non-allotted parents offered with choice to revise preferences of schools prior to second round of lottery • Total 3, 44, 338 SMS sent to parents to rectify the mistakes in their application
Sustainability and Scalability Introduction of the new online system has made the process of verification transparent and hassle-free. Its utility is going to increase with interlinking of more schools and public users. The innovation can be further refined to add more teeth to it and scaling-up.
Karnataka
SATS - Students Achievement Tracking System The program focuses on tracking of every child throughout the State of Karnataka from birth registration until he/ she attains vocational or professional qualification Year of starting
2016-17
Objectives To create a unique code supported child database with all the relevant information To identify reasons for school dropouts in order to design appropriate interventions, strategies and minimize the dropout rate To track the academic progress of every child in every school by maintaining a student performance record
Need for the Intervention The previous tracking systems lacked in dynamic updating, management and intelligent online monitoring
78
State and UT Innovations
Key Features • Digitization of records pertaining to student enrolment, TC issuance, attendance, assessment details from all government primary and secondary schools • Collecting information of infrastructure and facilities available in the school • Generating list of beneficiaries for various scholarship schemes along with payroll generation for attendance • Updating and tracking attendance and assessment details as well as generating data for reimbursement of fee for students enrolled under the provisions of RTE Act • Collecting data on children with special needs and distribution of aids and appliances
Impact/ Benefits • SATS enables the stakeholders to leverage the technology to track the talents and academic achievements of each child/ student thus making the school administration paperless • This system enabled 100% enrolment of students in class I during the academic year 2016-17 • Teachers and cluster level officials captured data of over 1 crore students studying in class I to X spanning across 76,000 government and private schools in 4,284 clusters and 203 blocks • SATS, now a base platform to expand the ambit of the performance monitoring of students, teachers and schools
Sustainability and Scalability The innovation has played a significant role in streamlining the process of tracking and eliminating duplication of records across various levels of the educational system. This helps the government in shaping the policies and subsequent reforms hence needs to be scaled up for better results on the ground.
Karnataka
TALP - Technology Assisted Learning Programme An integrated technologybased program comprising of EDUSAT, Computer Assisted Learning Centres under SSA, Tele-Education, Radio Programs and IT at Schools Year of starting
2016-17
Objectives To address qualitative classroom interactions as well as improve content and pedagogical understanding To provide adequate computer literacy, computer-based education and inservice teacher training in schools To ensure holistic transfer of IT-related knowledge to the school teachers
Need for the Intervention Since the project implementation was outsourced, there was minimal ownership of the teachers and it just remained limited to hardware procurement without any significant knowledge transfer
80
State and UT Innovations
Key Features • A comprehensive TALP platform covering all government primary and secondary schools and pre-university colleges • Pool of Resource teachers set up in collaboration with APF (Azim Premji Foundation) and DSERT (Department of State Educational Research and Training) to develop the content and training programs • Computer lab being set up in schools, at DIETs (District Institute for Education and Training) and at DSERT
Impact/ Benefits • During 2016-17, 3,000 Teachers and HMs from 1,000 selected Schools were trained in Induction-1 content prepared by the Government of Karnataka with additional 2,000 teachers scheduled for training in 2017-18 • A total of 296 MRPs (136 old MRPs and 160 new MRPs) received orientation in CIET’s (Central Institute of Educational Technology) Induction-1 content • e-Resources available for mapping to Class VIII, IX and X • Laptops being supplied to all schools with preloaded and ready to use contents for teachers • The teachers trained so far have incorporated the technology in their classroom processes
Sustainability and Scalability The innovation was well received by the teachers and many of them have started using technology in their classroom effectively. If more teachers are provided with necessary support and facilities, an education reform will happen. The innovation has the potential for sustainability and scalability.
Karnataka
TPD - Teacher Professional Development A comprehensive program to overcome the gaps and deliver continuous professional development platform to the teachers in the State Year of starting
2017-18
Objectives To acquaint teachers with paradigm shifts in the ever changing education system by enriching their knowledge and understanding of the concept and aims of education To cover the gaps which remained in the pre-service training To present teachers with a redesigned approach; content and delivery of inservice training for long term engagement; and continued and connected learning opportunities
Need for the Intervention The short duration pre-service programs only built basic perspectives with little connection to in-service teacher education, leaving unaddressed the critical professional needs of school teachers’
82
State and UT Innovations
Key Features • Program implementation supported by the State Resource Team and Master Resource Persons • Teacher Training Management System (TTMS) software to manage the professional development of all teachers • Option for residential training at State level and non-residential training at block level
Impact/ Benefits • Common curriculum ready for roll out • Content/themes identified across seven subjects - 25 to 30 themes identified in each subject - four themes prioritized in each subject • 28 modules developed and ready for phase I roll-out • 3,804 resource persons being trained in 4 batches
Sustainability and Scalability The program has leveraged teachers’ capability of interacting with students with new forms of training modules and technical knowledge transfer. The innovation can identify and address more gaps in teachers’ professional development, hence can be further scaled up.
Karnataka
TTS - Teacher Transfer System A comprehensive transfer policy to ensure the availability of government teachers in rural areas and allowing them to seek transfer to the eligible zone based on their service credential Year of starting
2007
Objectives Rationalisation and redeployment of teachers To bring neutrality and transparency in transfer process through computerized counselling To minimize the declining enrolment in government schools especially in urban areas
Need for the Intervention Due to inadequate rationalization of teaching resources, there is a situation of under provision and over provision in many territories
84
State and UT Innovations
Key Features • Maximum and minimum period stipulated • Defined unit of seniority: district for primary teachers; division for secondary teacher, and State for higher secondary teacher • Compulsory first appointment to rural area and mandatory transfer from urban area to rural area on completion of maximum period • Rotation of teachers and their information in public domain • Objections called for and heard before final list preparation • Cadre, unit and eligibility checks conducted by the system • Prescription of exam for certain posts
Impact/ Benefits • Disparities reduced in schools with respect to PTR (Pupil-Teacher Ratio) • Appropriate allocation of subject posts in upper primary schools by the system • Annual transfer process at the start of the academic year prevents disturbances during the year • Limitation of transfers to 15% of cadre strength in the district reduced major reshuffling of teachers every year • Teachers moving from backward regions to urban/ native places, a trend and issue in earlier procedure, substantially reduced
Sustainability and Scalability The innovation has methodically brought transparency in the transfer process with consensus among the beneficiaries. The software system can further be enhanced and scaled to improve and regulate the teachers’ transfer process.
Kerala
ASAP - Additional Skill Acquisition Programme A comprehensive program to enhance employability of students through skill training
Year of starting
2012
Objectives To prevent school/ college students from slipping into the unemployed pool To deliver training in NSQF (National Skills Qualifications Framework) compliant skill courses that includes foundation, industry domain skill and internship modules To emphasize on practical training and mandatory industry internships for making students certified for additional skill and job ready at the time of leaving school
Need for the Intervention Growing unemployment for the educated and general disinterest for blue collar jobs. More school/ college students slipping into the unemployed pool
86
State and UT Innovations
Key Features • Streamlined process for selecting partner institutions, student enrolment for skill courses • Management of skill training without affecting studies of students • Socio-economic profiling to find out the vulnerable group eligible to become ASAP students • Courses with in-built Foundation Module (FM) of 180 hours comprising communicative skills in English and IT skills • One skill module of choice ranging from 150-300 hours and an Industry Internship of 150 hours • Learner-centric methods offering informal communication opportunities in FM classroom
Impact/ Benefits • Gradual integration of ASAP skill courses into the main stream education system • 121 Skill Development Centers, venues for advanced training established in public educational institutions • Over one lakh students received ASAP skill training in various sectors and a significant percentage of these students opted for higher studies or employment • Out of the 2,200 Skill Development Executives who transact the FM, more than 60% are graduates/ post graduates with excellent communication • ASAP methods of training, especially in Communicative English, gradually percolating into conventional academic transactions in schools and colleges across the State • The program developed a psychometric tool for determining aptitude of students for various skill courses • ASAP’s in-house professional training facility - Trainers Training Academy - grooming Master Trainers for providing transformational training to the newly recruited trainers
Sustainability and Scalability The innovation has been widely accepted across various schools and colleges, with a growing pool of trainees and trainers. The program has potential to make students selfdependent and confident before they enter the professional world, hence possesses a broad scope of scalability.
Kerala
Hello English ‘Hello English’ is a sincere endeavor to enhance the standard of learning English language across all primary schools in the State
Year of starting
2016-17
Objectives To improve teacher’s quality and enhance learner’s proficiency in English for better academic performance To eliminate hesitation in using English language in class and school premises To make students future ready from language perspective for professional level engagement
Need for the Intervention Lack of confidence in using English language and poor reading, writing and speaking skills, despite inclusion of English as a subject in curriculum from class I onwards
88
State and UT Innovations
Key Features • Interesting and engaging learning strategies that go beyond the textbook • Interactive learning methods such as narration, role play, Total Physical response (TPR), dramatization, miming and choreography to enhance students’ involvement, interaction and self-expression • 5 days training for teachers/ SSA trainers to create a pool of State Resource Group at first stage, followed by formation of a pool of District Resource Group at second stage to train all English subject teachers in primary schools
Impact/ Benefits • Pool of 60 State Resource Group and 60 District Resource Group created in each of the 14 Districts • 17,000 teachers received training to equip themselves to teach English as envisaged in the module of ‘Hello English’. • Confidence level of teachers, as well as students, improved considerably along with formation of English learning atmosphere in the schools • Increased participation of parents, LSGD members and society in general to support ‘Hello English’ program
Sustainability and Scalability Creation of sustainable resource groups at the State and district level with significant impact on the ground shows the potential of this innovation. The program can further be scaled up based on feedback/ issues reported by teachers, students and resource groups.
Kerala
School Noon Feeding Committees An entirely new committee constituted in every school for regular monitoring, supervision and management of the Mid Day Meal Scheme (MDMS) in schools Year of starting
2007
Objectives Effective implementation of MDMS to attain its real purpose To improve the quality of food and its nutrition value To enhance the awareness level among parents and general public regarding the scheme
Need for the Intervention The level of participation and involvement of parents along with public in the implementation of MDMS was abysmal, with no clarity on food quality and objectives of the scheme
90
State and UT Innovations
Key Features • Nutritionists, social activists, officials from health and food safety department along with eminent persons in the locality invited to attend monthly meetings • No additional financial resources required for the formation and working of the committees • Community participation to check on hygiene, nutrition and cleanliness in kitchen and dining area • Committee comprises of members with varied profiles including 50% women, teachers, parents of reserved category & differently-abled children, members of MPTA/ SMC (Mother-Parent -Teacher Association/ School Management committee) and ward members
Impact/ Benefits • Quality and nutritious content of MDM improved with supply of rich nutritive meal daily basis • Kitchen gardens set up in over 6,000 schools and breakfast scheme introduced in more than 3,000 schools • Medical examination reports pertaining to malnutrition, underweight, and overall health index improved considerably • No untoward incident like food poisoning reported from anywhere across the State, since launch of Noon Feeding Committees • Overall transparency and accountability improved along with better awareness level among the parents as well as general public regarding MDMS
Sustainability and Scalability The innovation has received active participation from a carefully constituted committee with representation of responsible stakeholders. The experiment bore fruits and can be extended to other parts of the State as well as the nation.
Madhya Pradesh
Madhya Pradesh Shiksha Portal An integrated e-Governance platform for school education for universalizing education by targeted enrolment, proactive and rule-based sanction and DBT (Direct Benefit Transfer) of schemes, retention and tracking of children Year of starting
2013
Objectives To facilitate effecient and transparent Implementation of various provisions under the Right of Children to Free and Compulsory Education Act, 2009 To ensure each and every child in the State enrolled in the school, transits to the next level apart from improving the academic achievements of students To provide adequate assistance and benefits to all students, especially those belonging to underprivileged sections of the society, children with special needs, and girl child
Need for the Intervention Before the initiative, the admission record and other details of the students was being maintained manually in registers by the schools, leading to irregularities in implementation of government schemes and tracking of the records
92
State and UT Innovations
Key Features • Partnership with NIC for design, development and implementation of the initiative • Centralized system to enforce the standardization of practices and business rules and facilitates the creation as well as maintenance of a Relation Database of all the entities involving the students • Online system made available to all schools/ cluster for registering child-wise profile, using Samagra ID for each Child
Impact/ Benefits • Benefits of 35 schemes sanctioned online using the system’s rule-engine to calculate the eligibility and entitlement of each child for each scheme • MPSP re-engineered the business process for online enrolment, child profiling, child tracking, proactive sanction and disbursal of benefits • Achieved online, child-wise and authentic enrolment of each school • Convergence of tasks and simplification of process involved in admissions, monitoring, sanction of benefits • Switch from a Demand-based Model to an Entitlement-based Model of governance • Incorporation of Financial Inclusion, Financial Literacy, and Digital Inclusion
Sustainability and Scalability The new portal has instilled transparent and systematic procedures across various levels of education governance, with incentives to the actual beneficiary. The model can be scaled further in other schools, territories and State departments to eradicate irregularities in the system.
Madhya Pradesh
Shala Siddhi Hamari Shala Aisi Ho An initiative to strengthen the implementation of School Standards and Evaluation (SSE) Framework provided by NUEPA (National University of Educational Planning and Administration) Year of starting
2012
Objectives To help in translation and contextualization of the framework by converting it into a concise working document To help schools plan for improvement in specific, measurable and achievable terms and foster competition among schools to achieve ideal school standards To provide IT support in preparing School Improvement Plan (SIP) and monitor the quality of SIPs across all seven domains
Need for the Intervention Even though schools could identify areas for improvement but they were unable to express them in concise and specific words as there was no standard scale of reference
94
State and UT Innovations
Key Features • State core team constituted comprising of experts from the field of pedagogy, language experts, media experts, experienced teacher educators, renowned trainers and members from NGO ‘Ark’ • Collaborative self-evaluation for schools in six steps by all stakeholders – teachers, members of school cabinet and SMC members • Self-evaluation matrix requires the signature of all stakeholders • The online portal consequently generates a school report - which provides suggestions in prioritizing each domain – before SIP preparation and uploading on portal • For concept clarity, many programs like training, workshops and orientation of education leaders and administrators introduced
Impact/ Benefits • Almost all schools covered under the program • About 25,000 schools prepared the SIPs and uploaded on the State and NUEPA portal • All stakeholders improved their documentation skills significantly
Sustainability and Scalability The innovation has seen participation from all the schools, which makes it a great initiative. The program can be further scaled to improve the working style of educational as well as other organizations in the State and the country.
Maharashtra
Constructivism in Maharashtra The Kumathe Story The project adopts constructivism approach to enable children to learn and develop age-appropriate learning levels Year of starting
2012
Objectives To help children learn adequately in schools as well as eliminate the problems like irregular attendance and malnutrition To enable teachers to communicate with the differential levels of attainment of children and incorporate child-friendly activities To provide nutrient-rich diet to students by developing organic plants nursery in the school
Need for the Intervention The Kumathe cluster was riddled with problems like irregular attendance and malnutrition, resulting in failure schools to attract students
96
State and UT Innovations
Key Features • Adoption of constructivism entailed a firm belief in child’s inherent ability to learn and construct learning experience around it • Curriculum converted to learning aids • Class room activities designed which were rooted in the local context • Constructive decision making over new approach through frequent parent-teacher meetings • Pilot testing of the program done on class I students for 3 months before final implementation • Secure mechanism for large-scale adoption and successful operation of the program at all standards and schools, irrespective of the urban, rural and tribal locations • No financial resources required
Impact/ Benefits • The results of the Continuous and Comprehensive Evaluation (CCE), baseline and summative evaluation tests by the school education department of Maharashtra Government showed 100% of the students having desired learning levels • Enrolment rate increased considerably in Government school, as parents started withdrawing their wards from private schools and shifting them to government schools • Achieved success within the government ecosystem, while facing the same conditions and constraints as other government schools in Maharashtra • Classrooms were renovated from children’s perspective
Sustainability and Scalability Innovation has played very significant role in developing desired learning levels. It has also been motivating the parents and further increased the enrolments in government schools. This program is result oriented hence possesses sustainability potential.
Maharashtra
Pragat Shaikshanik Maharashtra An initiative to enable teachers to change the nature of classroom interactions, making them child-friendly as well as promoting self-learning Year of starting
2015
Objectives To evaluate each student for the achievement of age/ grade appropriate competencies through assessment tests and plan remedial programs for students according to their competencies in various subjects To create a supportive environment for quality improvement To motivate and help teachers to improve learning outcomes for each child
Need for the Intervention Continuously declining learning outcomes for students in lower grades across government schools led to poor performance in the State level assessment
98
State and UT Innovations
Key Features • The program rolls out with a government order - a 30-page government document, comprising a detailed roadmap on the changes introduced • Capacity building around the inherent ability of the student to learn by shifting focus from teaching to learning • PSM introduced three tests - baseline at the start of the academic year and two summative tests over the years - to understand both learning levels and difficulties of students in Mathematics and Language • Assessment results used by teachers to identify and improve weak areas
Impact/ Benefits • Learning levels of students improved • Exposure visits to learning sites increased; from 8,623 in July 2015 to 53,845 in April 2017 • Parents enrolled their children in Zilla Parishad schools after withdrawing them from private and English medium schools • Number of teachers’ enrolment for demand-driven training increased from 3,655 in July 2015 to 4,50,934 in April 2017 • The number of digital schools grew from 6,946 in July 2015 to 53,193 in April 2017
Sustainability and Scalability The innovation has brought significant changes in government schools’ education system, by providing a lot of exposure and simultaneously installed faith in parents about government schools. The program can be further scaled in more schools and areas across the State.
Manipur
ASMIS Advanced School Management & Integrated System A mobile and Web-based application to collect/ send data for monitoring/ evaluation of the various activities/ interventions taken up at the school level Year of starting
2015
Objectives To improve quality of education and students’ enrolment in government schools To ensure tracking and monitoring of all State-sponsored schemes To secure real-time information on all the activities in schools
Need for the Intervention Isolated pockets and remote areas with limited connectivity lacked behind in frequent monitoring/ evaluation of the various activities/ interventions leading to declining of students’ enrolment and quality of education in the government schools
100
State and UT Innovations
Key Features • Android-based Tablets with ASMIS application installed and fingerprint scanner with OTG cable attached • Web-based application at administrative level • Monitoring of all activities/ Interventions of various schemes through Tablets and Website
Impact/ Benefits • A total of 1,200 government schools covered in the program • Improvement in teachers’ attendance and students’ enrolment • Real-time monitoring became possible for the progress of civil works and other interventions • Real-time communication between Directorate/ Head Office and the school and vice versa
Sustainability and Scalability The new initiative helped authorities in monitoring the schools and activities/ interventions taking place. The program made a significant improvement in solving the issues in remote locations hence can be extended further for improving conditions of government schools.
Mizoram
C2L - Childhood to Livelihood Project The program aims at students going through it having increased resilience and perceived self efficacy. The focus area is to strengthen physical education Year of starting
2016
Objectives To improve learning levels and educational attainment of students in elementary schools. To equip adolescents with skills that enables them to choose suitable education/ training options To enable adolescents to participate actively in the development of their community and the nation To enable adolescents to develop into independent thinkers
Need for the Intervention In most of the schools, physical education was not part of the curriculum. As a result, many children didn’t enjoy school because they didn’t have a fun-time in school. They never received awareness regarding the importance of physical exercise which improves their health, hygiene and reduces the depression levels. One of the important areas was to create awareness about early marriages and its adverse effects
102
State and UT Innovations
Key Features • Using Sports for development (S4D) for developing Soft Skills • Equipping students from class V to X with employability skills • Developing Soft + Hard skills that prepare young people for the world of work • Facilitating the transition of adolescents from education to employment
Impact/ Benefits The project focuses on building an environment where all stakeholders, especially school authorities, school leadership, teachers and parents are actively engaged to make the children fit for the future. The benefits were enjoyed at 4 levels: • Life skill: Participants going through the ‘Magic Bus Program’ have increased resilience and perceived self-efficacy. • Education attainment: Minimal levels of literacy and numeracy, graduating from Secondary school to completion of higher secondary education. • Livelihood attainment: Enrolment in higher education/ vocational training, attainment of livelihood and sustaining of livelihood. • Age at marriage: In enabling equal access to education and livelihood for all genders, the ‘Magic Bus Program’ also seeks to delay the marriagable age
Sustainability and Scalability The learning centers are constantly trying to improve outcome at all the schools in the region. This will be done through partner organizations along with trained teachers/ volunteers to manage these centers. The ‘Sports for Development’ (S4D) for developing Soft Skills resulted in enhancing learning outcomes at all the schools. The next important goal is creating in-house capacities to ensure that the project is sustained well to deliver even better result in the State.
Mizoram
CLIx - Connected Learning Initiatives
Year of starting
2015
CLIx is a collaboration between Tata Trusts, Tata Institute of Social Science and Massachusetts Institute of Technology (MIT). The program emphasises on the central role of students and teachers in using technology as a tool to augment teaching and learning experiences
Objectives To improve quality of teaching-learning experience and student learning outcomes To strengthen education ecosystem by sharing expertise and developing local leadership for long-term sustainability and impact
Need for the Intervention The National Assessment Survey by NCERT (2012) indicated that the number of students who have been able to develop skills for employment are very less, which created the need for an initiative which could address the said problem
104
State and UT Innovations
Key Features • CLix aims to improve quality of ‘teaching-learning experience’ and ‘student learning outcomes’ • Initiative aims to improve professional and academic prospects of high-school students, improve and transform teacher education. • CLIx leverages ICT and global best practices to provide young people, especially from lower and middle-income rural areas of India, access to engaging, interactive, hands on learning experiences and resource for the development of knowledge and practical skills • Digital literacy (i2C) training to all the subject teachers. • Digital literacy and subject modules implementation in schools • Monitoring and reporting of Intervention • Regular maintenance of computer labs
Impact/ Benefits • Digital literacy for 165 teachers from 30 schools in Aizawl district • Digital literacy for around 3,500 students • Enrollment of teachers for blended post-graduate certificate course (Reflective Teaching with ICT)
Sustainability and Scalability Clix provides students access to valuable content in which technology is incorporated to bring learning to higher order cognitive processes, including problem-solving, interaction, communication, creation and collaboration. These are designed as modules that are offered as a part of the curriculum to enhance access to quality education for secondary school students. CLIx is designed to be a scalable intervention and it keeps teachers at the center of education quality transformation, and teacher professional development is an integral part of CLIx.
Nagaland
Communitisation A unique partnership between the Government and Community involving empowerment, decentralization, and delegation
Year of starting
2003
Community involvement in School Development
Objectives To transfer ownership of a school & sharing responsibility with the community Community contribution for development & functioning of the school De-centralization of power, authority and responsibility to the Community
Need for the Intervention Communitisation was conceived with a need for government-community partnership in the management and administration of elementary education
106
State and UT Innovations
Key Features • Regular monitoring and inspection of schools • Consultation with Educationists, Administrators, Communities • Identifying Parameters – Administration, Financial establishments, Academic • Control of attendance • Co-ordination between the government, school and various stakeholders • Timely disbursement of salary to the teachers and staff • Mobilization of funds for school development
Impact/ Benefits • Increase in attendance of students and teachers in schools • Implementation on pilot basis in 89 selected villages covering 206 schools • Positive response from the pilot schools and subsequent coverage of all the elementary government schools
Sustainability and Scalability The Program is result oriented and works towards the major issue of coordination in schools. However, for sustainability, this initiative requires guideline books, trainers for sensitization, capacity building of community members/ leaders for participation, good banking system coverage for smooth transaction of funds.
Odisha
Bal Jyoti Bal Jyoti is an innovative program dedicated to providing eye care facilities like vision screening, on the spot spectacles distribution and providing need-based eye surgery to the children with vision difficulty at cluster/ block level Year of starting
2016-17
Objectives To identify students having vision problem at the school level To provide power spectacles to the identified students To provide eye treatment and medicines to the school students To provide need-based surgical correction to the school students
Need for the Intervention Large numbers of school students having vision problem were ignored; as a result, those students were deprived of classroom transaction as they were unable to see the blackboard properly
108
State and UT Innovations
Key Features • Specialized teacher in each school to identify children with low vision at the preliminary stage • Preliminary eye screening kit given to school teachers by SSA • Screening camps at the block level • Vision testing of children by the ophthalmic team • The children who were identified for supply of spectacle were mainstreamed who are now able to participate in the classroom transaction actively • Supply of medicines and power spectacles
Impact/ Benefits • 977 eye screening camp conducted • 1,80,622 suspected students with vision problem attended the camp • 74,371 students (Primary & Secondary) eligible for spectacles • 65,257 students (Pry & Secondary) provided with power spectacles • 8,035 children referred to district/state level hospital for further treatment • 1,120 children identified for eye-surgery • 228 children have already been operated (cataract, glaucoma, squint)
Sustainability and Scalability There is dearth of eye specialist in KBK tribal area, hence this initiative has helped in a big way to enable children to get vision by which they can study and lead a better life. The innovation has been able to work towards its objective to a great level. Hence this innovation is sustainable.
Odisha
Mother Tongue Based Multilingual Education Programme
Year of starting
2007
Multi-Lingual Education (MLE) aims to address the learning needs of the children from the disadvantaged sections using mother tongue (L1) in early years of their primary classes and gradually making them conversant with the State Language (L2) and then to National/ International language (L3)
Objectives To ensure quality education to tribal children to make them part and parcel of the system and earn a meaningful livelihood To empower the tribal children with reading and writing skills to acquire knowledge and information in their mother tongue as well as in State/ National and international language in future To develop self-respect for their language, culture and enrich them with human values
Need for the Intervention Tribal children, don’t speak much in the classroom because of an alien language being used in the teaching and learning. This raised the need for an intervention which focuses on learning languages other than mother tongue
110
State and UT Innovations
Key Features • Preparation of curriculum, textbooks and teacher training module. • Mathematics book and integrated word-book • Teachers recruitment and deployment • Training to teachers from tribal communities and DIET faculties’ and further their engagement in material preparation • Introduction of Odia as second language for mainstreaming of tribal children
Impact/ Benefits • Text Books in 21 tribal languages from class- I to class - V have been developed based upon tribal culture and resources • 1200 stories from 21 tribal languages documented and used as supplementary reading materials for bridging the language gap at an early grade • 2500 schools adopted the MLE program and 3200 tribal teachers engaged. • The program evaluation conducted by NCERT reveals that the learning level in language & Mathematics of the children of MLE school is comparatively better. • Community involvement in the MLE adopted school is better than the Non-MLE schools • Reduction in dropout rate and improvement in the retention rate • Community resources preserved in the school and used as teaching-learning materials
Sustainability and Scalability The program with a social cause is enabling tribal children to be part of regular schools and works on enhancing the learning outcomes. It holds great potential for expansion across other States.
Punjab
ePunjab School The project ePunjab School is unified information management system which connects not only schools but all administrative offices (State, District, Block Level) and training institutes of the Department of School Education, Punjab Year of starting
2012
Objectives To make a central point of data source for various projects Student profile and tracking Staff profile and postings Monitoring of teacher training Keeping the updated information of infrastructure & school facilities Inventory system for ICT Equipment Maintaining attendance of teachers and students online Online tracking of school health check-up
Need for the Intervention Unorganized data compiling and improper tracking of students’ and incorrect teachers’ profile information raised the need to develop real-time information system which provides up to date information
112
State and UT Innovations
Key Features • The set of information uploaded/ updated by the schools should be accessible to Block, District and State offices. Schools need not prepare it as and when it is demanded by the higher authority • Mandatory for all the schools to update information on the portal every month. Schools have to submit e-certificate for authenticity and correctness of data every month • Single source of data collection for school education, Punjab • The system provides role-based access to the users
Impact/ Benefits • Up-to-date information of schools • The Unified data source for many departments • Assessment of staff requirement, infrastructure shortfall and beneficiaries for various incentive schemes and scholarships • Transparency in the system by providing online leave applications, transfer requests and grievance redressal
Sustainability and Scalability The project can be replicated in any state for school education department. The project is designed in such a fashion that it can be extended to cater to all the services and functions of department of school education.
Rajasthan
Integration of Schools The initiative aims at integration of schools to bring them under the ambit of an effective management structure to ensure delivery of quality education and efficient resource utilization Year of starting
2014-15
Objectives To ensure efficient local level supervision by integration of sub-scale schools with contiguous Sec./ Sr. Sec. Schools To exercise pooling & effective utilization of resources, improve enrolment and transition of students To reduce per child expenditure in schools with increased availability of teachers
Need for the Intervention Due to a large-number of sub-scale schools, supervision of all schools by education officers was ineffective and there was no uniform distribution of available resources
114
State and UT Innovations
Key Features • Physical and administrative integration of schools • Monitoring of the program by Secondary Education Department at State, district and school level • The integrated school to act as a model school for the catchment area of the grampanchayat under the Adarsh Yojana
Impact/ Benefits • Total 2,866 PS/ UPS (Primary Schools/ Upper Primary Schools) merged with 2,997 PS/ UPS under RTE (Right to Education) norms • Total 15,000 PS and 2,000 UPS integrated with 8,000 Sec. and 4,000 Sr. Sec. Schools, respectively • Transition rate from class X to XI student improved from 49% in 2013-14 to 73% in 2016-17 • The number of management units under BEEO (Block Education Extension Officer) reduced, leading to better monitoring and supervision • Enrolment of students improved in integrated schools
Sustainability and Scalability The large-scale integration of schools benefitted about 85,000 schools across the State. The innovation is transforming non-viable schools into larger and viable schools thus proving to be a sustainable practice.
Rajasthan
Shaala Darpan/ Shaala Darshan Shaala Darpan is an integrated online realtime monitoring and management information system for schools, students, teaching and non- teaching staff Year of starting
2015
Objectives To develop a platform which becomes the single source for all data information required by the department To reduce repeated data requests from the schools To ensure enough time for teachers to focus on academic activities To stream line administration of the education department through administrative through automation
Need for the Intervention The information of students, staff and schools in the State was scattered and unorganized, It further led to wastage of time and resources. To give a clear edge over the entire complicated manual processing, save time and effort of officials, this innovation was reqiured
116
State and UT Innovations
Key Features • Database with detailed school infrastructure information • Detailed information of students • Complete information about teaching and non-teaching staff members
Impact/ Benefits • Enabled the department for subject wise promotions and postings of 2 lakh teachers through counseling, leading to greater transparency and satisfaction among teachers. • Increase in enrolment as day to day monitoring was made during enrolment drive. • Improvement in infrastructure facilities such as electricity connection, drinking water facility, etc • Improved computer literacy among school staff
Sustainability and Scalability The program helped schools in effective utilization of resources, Program has been able to eradicate duplication and proved to be timesaving program. Hence can be further scaled across other schools in the State.
Sikkim
Introduction of Kindergarten System in Sikkim KG System was established with a very specific aim of ‘early childhood care’ and ‘education for children between 4–6 years’ before they formally enter into the education system Year of starting
2016
Objectives To provide early childhood care, education and meeting the needs of education components of the children between the age group of 4 to 6 years To sharpen the enrollment process in the primary schools
Need for the Intervention Declining enrollment in Primary Schools, RTE factor not covering children below the age of 6 years, raised the need for this intervention
118
State and UT Innovations
Key Features • Provides low cost and hassle-free pre-primary education • Dedicated trained staff • Provides health kits, care corner, reading areas and play mats • Age appropriate classroom furnishing • Worksheets, play materials, classroom up-gradation, teaching-learning materials worked out • Regular visit to reputed private schools within and outside state • Enrolling 3.5 to 4-year-old children in LKG and 5-year-old children to UKG
Impact/ Benefits • Enrolment in schools at primary level increased by almost 10% • More parents encouraged to enroll children in Government establishments • Training by NCERT and SCERT has added to performance level of the teachers • ECCE Key Resource Persons (KRPs) developed by NCERT • Handholding of PPTs and PRTs by KRPs in nearby schools
Sustainability and Scalability The Govt. establishments have received remarkable appreciation. As a result, enrolment at primary level has increased 10%. Parents are slowly moving to Govt. schools. It has a higher potential of being a necessary platform across the country since every state is facing somewhat similar challenges.
Sikkim
SAATHI - Sikkim Against Addiction Towards Healthy India A project under - ‘The Chief Minister’s Youth Empowerment and SelfReliance Mission’ - aimed at tackling substance abuse amongst children, especially school students Year of starting
2013
Objectives To combat drug abuse issues amongst school children across the State through SAATHI model To reduce the drop-out rate in students due to substance abuse To develop peer educators/ leaders from student groups to bring down drugrelated incidents in schools
Need for the Intervention Prevailing incidences and trend of drug/ substance use in the State by children/ students, and also little researched data available on this situation
120
State and UT Innovations
Key Features • Workshops conducted for principals and School Management Committees (SMCs) to introduce the SAATHI model • Appointment of 5 Teacher Coordinators from each school • Residential training provided to selected teachers, who in turn train Teacher Coordinators through organising district level training capsules • A resource pool of experts created comprising of professional counsellors and volunteers for implementation of the Program • Parental counselling by Teacher Coordinators to de-stigmatise the issue of substance use • Community outreach initiatives by the schools to spread awareness on substance abuse and its prevention strategies
Impact/ Benefits • A total of 920 Peer Educators trained over the course of nine off-site camps in the first phase of SAATHI • Over 350 Teachers from 70 schools trained through SAATHI Model in turn affecting over 20,000 students in the schools • Approximately 4,100 students covered – including mass counselling for 3,600 students and one-to-one therapy for 500 students
Sustainability and Scalability The project has impacted a significant number of students and schools across the State and is an important initiative to fight drug/ substance abuse problem in schools and the society.
Sikkim
Sikkim E-Education Infosys An E-Education Governance Initiative to manage and track the information of students, schools, employees, schemes, and programmes being implemented by the State Year of starting
2016
Objectives To unify and streamline the collection of data about students for immediate retrieval To enable proper planning and management of State-run programmes and schemes To have concrete and authentic data for developmental and managerial purposes
Need for the Intervention • Multiple levels of data management lead to the non-availability of authentic information and poor record management • A unified information management plan & system needed for better management
Key Features • The integrated web portal has a client-server application system to manage the following modules: • Educational institute information system • Employee management system • Student information system • Department applications • User management
122
State and UT Innovations
• Functionality access controller helps by providing role-based access to different stakeholders of the platform • Synchronizer helps in keeping the data updated & authenticated from multiple data sources • The system gives visibility upto the grassroots level from the central server • The portal made useful information available including school details, human resources details, downloadable forms, facility, information RTI, result announcement and webcasting
Impact/ Benefits • The portal achieved substantial compilation of data from multiple sources • Digitization of manually recorded information & development of record authentication procedures • Integration of distributed information systems & higher on-ground visibility • Better planning & implementation of State-run schemes and programs • The web portal lead to accountability, transparency, responsiveness, effectiveness, efficiency and work quality improvement among the workforce
Sustainability and Scalability The integrated web portal has been able to address the problem of data management and has made available the on-time authentic information. The system has the flexibility to incorporate more information systems and procedures in the future thus making it sustainable and scalable for ongoing use and improvement.
Tamil Nadu
Year of starting
IRAT - Image Recognition Application Technology
2015-16
Image Recognition Application Technology (IRAT) is the latest in mobile technology and emerging area where IRAT and education can be combined to make teaching and learning more appealing and real
Objectives Simplify the learning process Encourage students to use digital tools to solve day-to-day challenges. Create a joyful and student-friendly learning technology Slowly but steadily, transform the conventional learning methods in to digital
Need for the Intervention Today, the education system needs a paradigm shift from conventional learning to experiential and joyful learning so that students can apply these methods to solve day to day life problems. This initiative was taken up to help students learn with the support of augmented reality and experiential learning
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State and UT Innovations
Key Features • An effective interface between technology and textbook • Technology-based learning available 24x7 • Access to 3D images and videos • Dedicated Application for all operating systems
Impact/ Benefits • The IRAT impact is deep and wide since it has changed the perception of conventional learning • About 28 lakh students from 16,441 High and Higher Secondary Schools, both government and government aided, benefited from the initiative • Students can learn the content seamlessly with additional input • Pass percentage of students of class 10th and 12th has increased • Understand the concepts thoroughly and apply them in real life situations
Sustainability and Scalability Image Recognition Application Technology (IRAT) has taken a firm grip on teaching and learning. It has eliminated the boring learning and teaching methods and emerged as one of the best initiatives in the education sector. The results are promising and there is no doubt that other states will implement IRAT in coming future for the betterment of the education system in their region.
Tamil Nadu
School GIS GIS is a scientific tool to monitor the status of schooling access in all the habitations in the State at primary and upper primary levels
Year of starting
2005-06
Objectives Standardisation of habitations in line with the related departments To remove inconsistencies in finalizing served and unserved habitations To do proper verification of new school proposals with respect to distance, nearest schools and natural barriers To get all outcomes related to schooling from District to Habitation level For integration of discrete data with spatial data
Need for the Intervention Inconsistencies in finalising served/unserved habitations. There was no mechanism to verify new school proposals with respect to distance, nearest schools and natural barriers
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State and UT Innovations
Key Features • Mapping of schools and habitations using GIS device • Validation of location of schools and habitations • Spatial Decision Support System (SDSS) to show the number of schools in each district by category/ management/ type and drill down the list of schools in the said categories • Measurement of distance between 2 points • Web-centric GIS mapping
Impact/ Benefits • The Spatial distribution of schools and habitations can be seen in real time • The status of schooling access both at primary and upper primary levels can be ascertained in the context of RTE Act 2009 • More attributes with respect to school and habitations can be added and existing base data can be updated accordingly • Spatial verification of any data with respect to GOOGLE EARTH is now possible • Any query regarding opening of new schools received from Members of Legislative Assembly or any public can be easily answered with justification • It can be easily accessed anywhere and 24 X 7
Sustainability and Scalability Using GIS tool, we can arrive at a clear picture of the current availability of schools within defined area or limits of the neighborhood, where new schools need to be opened and also to ascertain the schooling access gaps. After the successful implementation of GIS in Tamil Nadu, other states also can follow this initiative for better performance and easy accessibility.
Tamil Nadu
State Initiative in Assessment Innovation in pedagogy to improve Quality Science Education in secondary schools in the State
Year of starting
2016
Objectives To change the curriculum adaptations To provide a gateway to students who naturally have a scientific temperament To lead the student from the rote memory to understanding of the concept To prepare the students to compete at National and International level To ensure students participation in Research Oriented Objectives in Science themes
Need for the Intervention Emphasis on rote memory instead of understanding the concepts which further led to unsatisfactory performance in National and International Competitions
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State and UT Innovations
Key Features • Science and Math module for creating lesson based activities for secondary classes under the guidelines of NCERT RMSA CELL • Concrete-Pictorial –Abstract methodology employed by which systematic hands-on science experiments by students for guiding them to acquire the abstract • Connect –Investigate –Reality: Through this methodology, students were motivated to apply the mastered concept to reality • A list of concepts to be taught carefully by viewing the curriculum design from Class III – X • Agasta Foundation, Arvind Gupta (Trash to Treasure) and other resources were used • A detailed Teacher Training Module • Training of key resource persons and science teachers • DIET lecturers to adopt schools for on-spot guidance • RMSA DPO to monitor the activities
Impact/ Benefits • Increased access to quality teaching and learning materials • Enhanced teacher capacity for Science teaching in modern context • Developed interest amongst students
Sustainability and Scalability Intervention has been able to show result in terms of quality teaching and learning material. It also further enhanced the capacity of teachers to impart learning in creative manner. Thus, this intervention is sustainable and can be implemented in other parts of the State.
Tamil Nadu
Text Books, Note Books and Uniforms Distribution The initiative prominently aims to provide textbooks, notebooks and uniforms to the students from class I – XII in time and enables the students to start their studies without any delay Year of starting
2015-16
Objectives To provide textbooks, notebooks and uniforms to the students of class I – XII in time To provide term vise textbooks annually To provide 4 sets of uniforms annually To create textbooks in more pictorial form to enable comfortable teaching and learning
Need for the Intervention Due to the technical reasons or shortage of textbooks, notebooks and uniforms students were facing problems and their education was getting affected. Also, the changes in the syllabus in different terms/ semesters were not carried out throughout the state and students were left confused
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State and UT Innovations
Key Features • Timely delivery of textbooks, notebooks and uniforms • Centralized structure with standardized format of the Trimester and Annual education system from class I – XII • Pictorial textbooks for accessible teaching and learning • Various Committees of teachers and subject experts for updating textbooks of every subject with class-wise classification
Impact/ Benefits • For the succeeding academic year, indents are placed in the month of December by estimating the new admissions in Govt. & Aided schools in class I and VI. For other classes, the current strength is applied to the next higher class • The books for class X and XII are updated on priority by November and print orders are issued by December • All other subjects are updated in order of priority of secondary, upper primary and primary by March • As and when textbooks are updated, print orders are placed by TNTBESC. The last print orders are scheduled to be placed before last week of April • Printers deliver books to 67 Education District Offices (sub-district level) • Books are transported to Blocks by Block Education Officers by engaging local transport • The delivery of textbooks and uniforms is verified by Joint Directors who are the District Monitoring Officers
Sustainability and Scalability This education material distribution initiative served the purpose of streamlining the basic education need and has given the students relief from delayed supply of books and uniforms. The organized effort to fulfill the educational needs of students is being appreciated by students, teachers, parents and the entire society. Many neighboring states are impressed and planning to follow this initiative.
Telangana
BALOTSAV Balotsav is an initiative dedicated to nurturing creative talents among the students of government schools in Mancherial district of Telangana
Year of starting
2017
Objectives To conduct creative activities and competitions at school, Mandal and District Level to identify the hidden artistic talent To enhance students’ skills in both curricular and co-curricular activities Explore the scope of conducting both curricular and co-curricular activities simultaneously
Need for the Intervention No importance for co-curricular activities in schools which further gave lesser opportunities to students to explore their creativity. Balotsav is implemented to address the issue of co-curricular activities
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State and UT Innovations
Key Features • Conducting school, mandal and district level activities and competitions • Arts and Cultural Fest • Science exhibition by students • TLM exhibition by Teachers • Arts Exhibition (drawing, painting, etc) by students and teachers • Crafts Exhibition (doll making, paper crafts, toys etc) by students and teachers • Cultural Exhibitions • Felicitation and awards
Impact/ Benefits The students have participated in the exhibition with high enthusiasm in both off-stage and on-stage activities. In this program, the students have expressed their immense appreciation about participating in Balotsav. Students, teachers, parents and public have realized that it is the first of its kind of program which was never conducted in Mancherial Mentioned ahead is the outcome of this event: • Identified the true creative talents among the students • Every student in a particular category is being supported to nurture his/ her creative talent • Balotsav has become an open platform to exhibit the creative performance of Government school students
Sustainability and Scalability With the help of the District Govt. authorities, govt. schools, students and the local citizens, the program was very successful. Everyone who attended and participated has deeply expressed that such activities must become regular annual event just like a festival. Through media, the success of Balotsav 2017 has spread to the entire state and other districts are also thinking to conduct Balotsav in their respective regions.
Tripura
UDDIPAN “Uddipan� is a Bengali word meaning encouragement. This initiative is dedicated to change the face of primary education, making it friendly through creating curiosity and interest in the minds of early-grade students (Classes I and II) Year of starting
2016-17
Objectives Preparing the children in early grades to get a good start for better higher education Allow children sufficient time to master each topic adequately Integrate a well-designed curriculum to enable easy learning at upper grade Develop interest at an early age on a topic that leads to more significant learning Beat the challenge of catching up in upper grades
Need for the Intervention The program is introduced in the educationally backward blocks of the State based on the past attendance of the students which was below the desired level in these blocks. The students used to feel less interest in attending classes due to traditional teaching methodology. All these factors resulted in poor learning and interest levels of students
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State and UT Innovations
Key Features • Child-friendly educational aids to foster self-learning that helps a child to study and learn effectively • Individual care with child-centered and activity-based lessons to reduce the burden of the teacher as he/ she is only a facilitator • The academic curriculum is graded for individual level of learning with activities • Classroom interaction forms a significant part of this initiative • No examination trauma/ anxiety
Impact/ Benefits • After implementation of the program, it’s been observed that the attendance level of the students is regular and improving • Since Uddipan reinforces self-learning, the students seem to have progressed much more, that too on their own pace • Children are now able to move from easy to difficult tasks comfortably • The so-called ‘Classroom phobia’ known as a common challenge in early grades, seems to have withered away as the classrooms are more child-friendly now • The teachers are also observed to be enthusiastic about their tasks since the way of teaching under Uddipan is different from traditional teaching methodologies • Growing interest in learning is resulting in better attendance of the students • Child’s natural instincts such as curiosity, dynamism and exploration found a place for channelization
Sustainability and Scalability Uddipan, is an initiative for effective early grade learning by developing the foundation at skills in reading, writing, comprehension and numeracy among early grade students. As of now, it has covered 16,802 early grade children studying in 811 schools in the 11 Educationally Backward Blocks of the State. During 2017-18, it has been implemented in another 522 schools located in SC & ST dominated areas. Thus, it is a sustainable initiative.
Tripura
VCA - Vidyalaya Chalo Abhiyan An initiative to cover all school-age children of the age group of 6 to 14 years under the canopy of the schooling system, a special enrolment drive, ‘Vidyalaya Chalo Abhiyan’ was introduced by involving PRI bodies, community, parents/ guardians, teachers and administrators Year of starting
2009
Objectives Enrolment of all out-of-school Children (OoSC) aged 6 to 14 years, encourage all school-age children to enroll in school and retain them in school till the completion of their Elementary Level of education • The initiative aims to address the following concerns: • School drop-out children • Never-enrolled children • Increasing drop-out rate • Lack of awareness about importance of education Non-involvement of elected public representatives, community, parents/ guardians, and administrators in the schooling system for retaining the children till the completion of their elementary level of education
Need for the Intervention Lack of awareness among the common people about the benefits of education. As a result, neither the children took an interest in attending school, nor did their guardians encourage them to pursue their studies
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State and UT Innovations
Key Features • Vidyalaya Chalo Abhiyan was introduced in 2009, by involving PRI bodies, representatives from the community, parents, guardians, teachers and administrators • The progress of this campaign is monitored daily and strategies adopted for coverage of remaining OoSC • The OoSC, who are enrolled during this period are provided with free textbooks and grant for uniform during the time of their admission
Impact/ Benefits • The high number of OoSC i.e. 93,971 in the year 2001-02 has come down to a mere 601 in 2016-17 • The Drop-out rate at Primary Level has come down from 50.42% in 2001-02 to 4.12% in 2016-17 and at the Elementary Level the drop-out rate has come down from 67.95% in 2001-02 to 4.52% in 2016-17
Sustainability and Scalability There has been an increase in participation level of PRI bodies and local community people in the schooling system and their involvement in enrolment of children in schools and to monitor their retention till completion of elementary level education. After successful implementation of VCA, dropout rate has come down substantially. Thus, it has vast potential to be leveraged.
Uttar Pradesh
Reigniting Teacher Motivation Reigniting Teacher Intrinsic Motivation to Sustainably Improve Student Learning
Year of starting
2014
Objectives To motivate teachers to teach well for improving education quality in Uttar Pradesh To focus on teachers’ intrinsic motivation - driven by teacher autonomy, mastery, purpose and collaboration To create a platform for teachers where they can talk to each other about teaching practices, classroom challenges, problem-solving, sharing and learning
Need for the Intervention Critically low levels of teachers’ motivation, a key contributor to the learning crisis among government schools
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State and UT Innovations
Key Features • Leveraging the existing government systems, by capacity development and closely supporting Cluster Leaders to run the network meetings • Supporting the system at district/ block levels across entire education systems to improve classroom practices and student learning • Teachers encouraged to use the collaborative process of a Learning Improvement Cycle (LIC) where teachers identify a problem, develop, reflect on and adopt a solution, then evaluate its effectiveness
Impact/ Benefits • Nearly 75% of teachers demonstrated more commitment towards teaching after one year of intervention as compared to 41.7% teachers at baseline • The ongoing randomised control trial indicated 4% increase in teaching time just in one year of intervention • The qualitative study of teacher portfolios suggested strong evidence of improvements in the time on task, teacher’s collective efficacy and growth-mindset
Sustainability and Scalability With significant improvements on the ground, regarding growing interest of teachers in teaching and participation in learning activities, the program has the potential to leverage qualitative teachinglearning skills in government school teachers.
Uttar Pradesh
Sugam Programme A State initiative for strengthening governance and management in Government Secondary Schools
Year of starting
2015 - 16
Objectives To help SMDCs understand their roles and responsibilities to plan, track and support improvements in schools To enhance monitoring and mobilize resources for implementation of the program To ensure SMDCs create functional sub-committees and strong parental/ community engagement
Need for the Intervention Limited participation by School Management and Development Committees (SMDCs) in school management, led to poor quality of teaching and learning in Government Secondary Schools
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State and UT Innovations
Key Features • Conducted half-day orientation meeting for District Inspector of Schools (DIOS) and Regional Joint Directors of Education on their roles and responsibilities • Arranged three-day training for all MTs in collaboration with the State Institute of Education Management and Training (SIEMAT) • Provided two-day training to SMDC members delivered by the MTs • Representatives from Kusuma Foundation (KF), the State government and SIEMAT give support to DIOSs and MTs throughout the program implementation
Impact/ Benefits • Sugam, in its first year, strengthened the knowledge of SMDCs on their roles and responsibilities • In this phase, 971 government high schools covered and SMDC members trained with the support of 179 MTs • A user-friendly manual for SMDC training and MTs training developed by KF to maintain the quality and uniformity of trainings throughout the State. •
All 179 MTs trained in six batches by SIEMAT with support from KF
Sustainability and Scalability The program, in a short span of one year has sensitized all stakeholders along with the SDMCs for enhancing the quality of education in government schools. The model can further be scaled to other locations across the State to improve management of schools.
Uttrakhand
LLA - Learning Level Assessment Learning Level Assessment (LLA) is an innovative programme that identifies the competencies required for the students and then works to bridge the gap between existing and desired competencies Year of starting
2015
Objectives To bridge the gap between existing and required competencies for class IX in Hindi, English, Mathematics and Science To promote evidence-based learning To reduce the number of dropouts
Need for the Intervention Lack of core competencies in students resulted in poor performance in the Board Examination in the state due to which there was need for this initiative which could develop the required skills in students
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State and UT Innovations
Key Features • Works on subjects which have most significant impact on students’ performance namely English, Hindi, Mathematics and Science • Exam to assess the competencies in students • Monitoring achievements in three main categories- Achieved (A), Partially Achieved (PA), Not Achieved (NA) • Listing students as per learning gaps • Training imaprted to teachers to bridge the gap and work on required competencies • Remedial, peer learning and individual attention by teacher • Regular analysis of students’ performance
Impact/ Benefits • Improvement in Board Examination result • Improvement observed in students’ skills • Student-friendly teaching learning pedagogy • Interest developed in students especially for subjects which seemed to be very difficult • The systemic approach helped to motivate the students to learn well
Sustainability and Scalability This program works on the primary challenge of getting the students of class IX on track and enables children to receive fruitful learning. LLA has positively impacted the Board results. This program has an ability to motivate other State Education Boards as well.
NGO INITIATIVES
Abhyudaya A free tuition center- Abhyudya’s Kalika Kendra aims at reaching out to socially deprived children. They help students to meet volunteer teachers for a couple of hours after school
Area of Intervention Urban slums and rural communities in Karnataka
Resources •
Teachers, Counsellors, and experts of the field are arranged to impart tuitions
•
Monthly cost is incurred for maintenance and conduction of various activities
•
Gadgets and internet connectivity provides the technical assistance
Key Geography The NGO is operating in Karnataka, a State in South Western Region of India
Need for the initiative Problem •
Increasing percentage of school drop-out in urban slums and rural communities
•
Poor socio-economic and illiterate background of these children
Situation Before •
Ambitious children who had their inclination towards studies were deprived of assistance
•
Academically brilliant students were unable to get the required help
Impact and Key Learning Achieved so far •
With 984 Kalika Kendras, Abhyudaya has reached out more than 50,000 students across Karnataka
•
Large number of Kalika Kendra’s students are pursuing professional studies further
Intervention Overview Necessary assistance at the correct time can enlighten the future of the student
Steps •
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Post survey, feedback mechanism is worked out to shortlist the candidate and the kind of support required
•
Community people are approached who can passionately volunteer to shell-out their space/ infrastructure and time
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Continuous monitoring and evaluation to measure outcomes by core team
NGO Initiatives
Key Learning •
The saying”If you do good,it comes back to you,” is true
•
Benefeciary of Kalika Kendras are reciprocating the good in various forms
•
Be the torch-bearer, and many good people will join you for betterment
Adamya Chetana Established in 1998, Adamya Chetna partnered with MDMS (Mid-Day Meal Scheme) in 2003 two Indian States, and serving over 2 lakh children from government and government-aided schools
Area of Intervention
Resources •
Kitchen waste and locally available biowaste as fuel
•
Solar power grid installed
•
Green practices, experts, and training from Chetna
With belief in the concept of “Green Kitchens,” the NGO is setting up kitchen to ensure zero garbage, no wastage of water, and green fuel for cooking large MDMS-meals
Key Geography Karnataka and Rajasthan
Need for the initiative Problem Aadamya Chetna resolves to liberate the underprivileged children from the vicious cycle of poverty and illiteracy by serving them nutritious Mid-Day meals
Impact and Key Learning Achieved so far •
LPG/Diesel consumption reduced to ZERO and completely switched to biofuels and renewable energy
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Zero garbage from 500 kg per day
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Rice rinsed water being sent for watering the garden – 5,000 litres daily
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Vitamin-rich starch generated while cooking rice being used in Sambar – 3,000 litres daily
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Scrubber water used to filter carbon soot of steam boiler, being utilized for washing utensils - 10,000 litres daily
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Daily feedback from the schools regarding quality, quantity and time of delivery is obtained
•
A mobile app has been developed and used to collect live feedback
Situation Before One day MDM consumed 75 LPG cylinders or 400 litres of diesel/ 5,000 litres of water and produced 500 kg garbage on a daily basis
Intervention Overview Introduction of Reduce-Reuse-Recycle mantra to begin Green Initiatives at Midday meal kitchen
Steps •
ZERO garbage kitchen through garbage bins removal, bio-waste composting used as fuel, for briquettes, and paper waste used for artwork/ craft
•
Green/ Fossil Free Fuel Cooking using biofuel comprising of ready briquettes/ Pellet made of agricultural waste and locally available urban dry waste
•
Water reuse and renewable energy
Key Learning By adopting sustainable environmental practices, zero garbage and zero fossil fuel consumption can be achieved. The innovation has potential to reduce wastage of energy, water, and other resources hence it is scalable to other similar institutions.
Akshara Foundation A non-profit organization, Akshara Foundation works to improve learning outcomes in the pre-primary and primary school systems.
Area of Intervention Ganitha Kalika Andolana (GKA) is Akshara’s flagship program combines a strong pedagogical framework with a technology based assessment and monitoring system. This is a scale-up program to enable primary grade children to get better understanding of the concepts of Maths
encourage group learning •
Three-day training program to make primary school teacher competent
•
Proper monitoring and assessment of the implementation of program
Resources •
Efficient workforce for execution of the program and development of TLM
•
When implemented for at least 5000 schools and 300,000 children in each phase, the cost is below Rs 100 per child per year for three years
Key Geography Karnataka and Odisha
Need for the initiative Problem •
Poor understanding of the basic concepts of Maths among students studying in government primary schools
•
Children fear the subject - resulting in low learning outcomes
Situation Before •
Students were unable to comprehend the basics during class sessions
•
Lack of exciting and colourful teaching aids
Intervention
Impact and Key learning Achieved so far •
GKA has a footprint of over 12,500 government primary schools and over 600,000 children in Karnataka
•
An increase in learning outcomes for basic concepts has been observed in targeted schools
Overview Ganitha Kalika Andolana (GKA) is Akshara’s Math model designed as a support programme for students and teachers in government primary schools to bring proficiency for children in Grades 1-5. It focuses on improving math skills by making learning fun and relevant to everyday life and is taught based on the philosophy of ‘Activity based learning’
Steps •
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Introduction of innovative TeachingLearning Material(TLM) Kit for Mathematics in the classroom to NGO Initiatives
Key Learning •
To make the program successful, partner with the government and community and ensure their involvement in the program from the beginning
•
Make good use of the data that is generated by the program and share it with all key stakeholders in the government
Akshaya Patra The Akshaya Patra Foundation is a notfor-profit organization headquartered in Bengaluru. It is fighting against hunger and malnutrition in India, by implementing the MidDay Meal(MDM) Scheme in the government and government-aided schools
Area of Intervention MDM Implementation through Public-Private Partnership
Resources •
Employees act as implementing arm and encourage private-public partnerships
•
Each meal cost a specific sum which is shared by the Government and nonprofit organization
•
The government provides grains and cash subsidies
Key Geography Andhra Pradesh, Assam, Chhattisgarh, Gujarat, Karnataka, Odisha, Rajasthan, Maharashtra, Tamil Nadu, Telangana, Tripura and Uttar Pradesh
Need for the initiative Problem •
Difficult for hungry children to study
•
Malnutrition in children
Impact and Key Learning
•
Socialisation among children of all castes absent
Achieved so far
Situation Before
•
Today Akshaya Patra is the world’s largest (not-for-profit run) mid-day meal programme serving wholesome food to over 1.6 million children from 13,808 schools across 12 states in India
•
Attendance has increased, classroom hunger has reduced, malnutrition has decreased, and socialisation among children of all castes has improved
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The recommended nutritional requirements are being fulfilled, and the food is healthy and hygienic
Unavailability of proper meals at schools
Intervention Overview Community participation program to implement Mid-Day Meal Scheme in government schools
Steps •
Raising of funds
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Arrangement of manpower for implementation and quality check
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Working with the government system to adapt the program design for scale up
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Encouraged the private-public partnerships that have been instrumental in ensuring success of the programme
Key Learning •
There is always room for improvement, and hence Akshaya Patra will continue to better processes and services in implementing the mid-day meal programme
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Classroom hunger can be significantly countered
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Social equity can be maintained almost universally
Bharti Foundation Bharti Foundation implements programs in the field of education through 254 rural Satya Bharti Schools established by the Foundation and partnership with close to 2000 Government Schools for quality improvement
Resources •
Apart from Foundation’s corpus fund, local community, as well as individual & corporate donors involved to contribute to the program
Area of Intervention
•
The government partnerships in PPP mode for expansion of engagement with Government Schools
Education including primary, elementary, secondary, senior secondary and large-scale remedial program
Key Geography Punjab, Haryana, Rajasthan, Uttar Pradesh, West Bengal, Tamil Nadu, Delhi, Jammu & Kashmir, Telangana, Andhra Pradesh, Goa, Jharkhand and Madhya Pradesh
Need for the initiative Problem •
Lack of access to free quality education to the marginalized children
•
Lack of cost-effective and replicable rural schooling approaches
Impact and Key Learning Achieved so far •
254 Satya Bharti Schools reached out to 838 villages and 126,321 children of whom 49% are girls and 76% belongs to marginalized communities
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Improved performance in CBSE and State Board examinations. Students recognized for their social reform projects
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Government School partnership with close to 2000 schools covering over 2 lakh children. 40,000 OOSCs enrolled back and provided with age-appropriate remedial support. 108 Gram Panchayat made free of OOSCs
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Government schools, teachers and students received prestigious national and international awards
Situation Before Poor enrolment and retention levels among underprivileged children especially girls
Intervention Overview Education is the key to an equitable society that offers opportunities and freedom to all of its members
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Steps
Key Learning
•
Demonstrated cost effective, replicable academic and non-academic processes through Satya Bharti School program
•
Community connect, trust and support in the local context capable of increasing the impact of any intervention
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Extended learnings from Satya Bharti Schools with Government schools to improve overall schooling experience
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Children capable of achieving anything, if necessary support provided
NGO Initiatives
Bhartiya Shikshan Mandal Established in 1969, BSM has developed multidimensional work module to motivate the young generation for building a stable, selfreliant and enlightened Bharat (India)
Resources •
Bharatiya Shikshan Mandal Resource Persons – the qualified members with rich experience in academics and research
•
Other necessary equipment provided by the government bodies along with the fee of the Resource Person
Area of Intervention Teacher’s orientation, holistic growth, quality education, policy for implementation, industry-academia interface and consultation for healthy work environment
Key Geography Jammu & Kashmir, Orissa, Bengal, Tamil Nadu and Kerala, Tripura, Manipur, Mizoram, Nagaland, Sikkim, Meghalaya, Arunachal Pradesh, Punjab, Chhattisgarh and Jharkhand
Need for the initiative Problem •
Lack of self-respect, self-consciousness, and sense of responsibility among teachers
•
Absence of joyful teaching as well as learning practices for both teachers and students
Situation Before Teachers were treating this noble profession just as a job for better livelihood and lacked the feeling of contribution for the betterment of society and national growth through education
Impact and Key Learning Achieved so far •
ShikshakSwaddhay Workshop organized at more than 260 places across India
•
Over 14,000 teachers benefited from these workshops
•
The program enables government to make education policies and implement them
Intervention Overview To inculcate the feeling of National pride, enculturation of Bharatiya lifestyle and thought process; and character building
Steps •
•
ShikshakSwaddhay workshop, comprising maximum of 100-120 teachers, for 3 hours a day for 3 days The State Body holds responsibility for teachers’ enrolment for the workshop
Key Learning •
Every teacher is an asset to the education system, if sufficient motivation is provided
•
Self-introspection and development of pride essential for teachers’ community
•
Flexible and learner-centric approach essential for overall development of a student
Bodh Shiksha Samiti Bodh Shiksha Samiti is a Non-Governmental Organization (NGO) working on the education of the marginalized children for over 30 years
the student with different learning levels’ •
Evolving frame, processes and methods of teaching -learning-assessment and capacity building at all levels to ensure effective systemic support
Area of Intervention Education quality improvement in government schools
Resources
Key Geography
•
Support by UNICEF and MSDF to deploy the required human resource for implementation of the program
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Support from the State government for instruction, training modules,multi-media materials for capacity building’ manuals and other reading material
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Financial support from Good Earth Foundation’ National Stock Exchange, Tata Trusts, Save the Children and Plan India
Hindi speaking states in India
Need for the initiative Problem •
Sub-standard quality of education in government schools
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Gaps in terms of technical know - how and systemic framework for evolving and implementing quality focused initiatives at scale’
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Low learning outcomes among students
•
Lack of appropriately designed materials for teachers and students to facilitate active learning
Situation Before Lack of quality education teaching and learning methods among government schools was a major challenge
Intervention Overview A comprehensive program, introduced to upscale present teaching-learning methods, assessment processes and development of teachers’ capacity
Steps •
•
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Adoption of NCF-05 teaching-learning processes focusing on Child-Centered Pedagogy (CCP) and Continuous and Comprehensive Evaluation (CCE) ‘Phased introduction/implementation gradually developing as a state – wide program for need – based instructions for
NGO Initiatives
Impact and Key Learning Achieved so far •
Reform in the concerned education system and procedures
•
Mean average of learning levels of the students in the primary grades is around 60%
•
Enrolment in government schools is increasing during past few years
Key Learning Rather than running parallel programs that focus on one aspect of improvement in school education, civil society organizations/ NGOs should focus on an evolving comprehensive quality improvement program with the government
Care India-Girls Leadership Model (GLM) CARE India is working to alleviate poverty and social injustice by empowering women and girls from marginalized communities across India
Resources •
Dedicated workforce to facilitate leadership skills in all children
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The cost incurred per adolescent girl per annum in school-based leadership program is Rs 1,000.
•
Establishment of community library is done in Rs 4,00,000 while community-based leadership program for adolescent girls cost Rs 25,000 per annum per village
Area of Intervention CARE India’s Girl Education Program (GEP) works across educational levels, from early childhood to adolescent stages, promoting quality and equitable education in a safe and secure learning environment
Key Geography Bihar, Haryana, Odisha, Rajasthan, Tamil Nadu and Uttar Pradesh
Need for the initiative Problem •
Presence of biased gender inequality in the society
•
Lack of self-confidence and leadership skills in marginalized children, especially girls
Situation Before •
Insecure environment at schools
•
Weak and gender-insensitive community
Intervention
Impact and Key Learning Achieved so far •
Operational in 50 upper primary government schools, the program has reached out to 4,000 children in two districts of Bihar.
•
Managed by adolescent girls’ collectives, 10 community libraries have been set up in 3 districts of UP, reaching out to 4,500 community members
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The model has been expanded to 100 villages in Shravasti district in UP
Overview CARE India’s ‘leadership curriculum’ was transacted as tool to promote leadership skills in girls
Steps
Key Learning
•
Institutionalize curriculum based and innovative co-curricular reflection in school
•
A contextual adaptation of the leadership approach is imperative before it can be implemented
•
Sensitize teachers, parents and community on equity and leadership
•
Assigned resource materials to transact the above activities in a planned manner
•
Develop and nurture mentors and role models
•
Teacher training on promoting leadership skills in children and making environment safe and secure for education
Centre for Science of Student Learning Centre for Science of Student Learning (CSSL), is a social enterprise with a mission to improve the way our children learn by building capacity to measure learning through high quality assessments & conducting research into the science of student learning
•
Provide diagnostic learning assessments to the state and Handhold the “Assessment Sell” on all state assessments
•
States not opting for the Masters Course take Capacity Building Workshops for Key Resource Group Members along with Diagnostic Learning Assessments
Area of Intervention
Resources
Diagnostic Learning Assessments; Building State Capacity for Large Scale Assessments
•
Dedicated manpower of 12-16 members for the Masters Level Course
•
CSSL experts to provide offsite and onsite technical and project management support
Need for the initiative
•
States bear salaries for their “Assessment Cell” members and manage their Capex
Problem
•
State to identify CSR, philanthropic and multi-lateral funding to support the Masters Level Course
Key Geography Andhra Pradesh, Haryana, Rajasthan, Maharashtra, Odisha, Jharkhand and Uttar Pradesh
•
Absence of granular, diagnostic learning outcomes data that pinpoints learning gaps and misconceptions and errors in student learning
•
Lack of capacity within State Institutions for building such high-quality, diagnostic large-scale learning assessments
Situation Before •
Critical gaps in states’ institutional capacity for measuring learning
•
Assessments not designed to strengthen learning and are of low quality
Impact and Key Learning
Intervention
Achieved so far •
AP with the support of CSSL, has set up an Assessment Cell and have started the course for building its capacity
•
Haryana has completed its first year of sample-based, District wise State Learning Achievement Surveys
•
Rajasthan partnered with CSSL for support in its impact assessment of Statewide Adarsh Yojana Program Schools
Overview CSSL’s intervention addresses the twin needs of the states for measuring student learning outcomes and building their expertise in the science of assessments
Steps • •
Providing job profiles and criteria for three stage selection process of the “Assessment Cell”
•
Conduction and selection of personnel into the state assessment cell
•
154
Signing of MoU with State for support in setting up and execution of “Assessment Cell”
Initiation of the 3-year Masters Level “Assessment Cell” Certification course NGO Initiatives
Key Learning •
Leadership and decision makers are open to innovative methodology and are committed to improving student learning outcomes
•
State teams are hungry for quality capacity building and take up CSSL’s 3 Year Masters Level Course
Disha Disha, a non-profit social organization, focuses on holistic personality development of youth on the theme “Know Your Self, Know Your Country and Know Your Culture”
Resources •
Dedicated and qualified team for content development, promotion and implementation
Area of Intervention
•
Salary of coordinators and operational expenses towards program facilitation
•
Gadgets and internet connectivity for technical assistance
Value education and skill development program to enable youth to evolve as better human beings
Key Geography Karnataka and Tamil Nadu
Need for the initiative Problem •
Lack of values such as integrity, patriotism and social responsibility
•
Prevalence of individualism and materialism leading towards self-centric society
Impact and Key Learning
Situation Before
Achieved so far
•
The focus of educational institutions was predominantly to prepare learners for a living
•
Over 40,000 UG/ PG students and over 15,000 high school and PU students have benefitted
•
Absence of holistic approach to education (lack of emphasis on values and skills)
•
Over 1,000 faculty members and 2,000 school teachers have been trained
•
Vivekananda Jayanthi has reached around 30,000 students through 150 programs of 1 hour each in over 100 institutions
•
A paper titled, “Student Participation and Engagement in Sustainable Human Development- A Value Education Approach” has been presented at MIT, Boston, USA at the World Symposium on Sustainable Development at Universities taking Disha as the case study.
Intervention Overview Disha facilitates the integration of values in education by motivating learners to adopt sustainable lifestyles and thereby initiate personal and societal transformation
Steps •
Analysing the factors necessary for youth empowerment
•
Developing the content and delivery methodology
•
Promoting various personality development, life skills and leadership programs in educational in
•
Implementation of programs
Key Learning •
Youth have the great energy and potential; need the right direction (Disha)
•
Transform Indians to Transform India
Educate Girls Established in 2007, Educate Girls is holistically tackling issues at the cause of gender inequality in India’s education system.
•
Focus on learning outcomes through interventions using creative learning techniques (Gyan ka Pitara)
Area of Intervention
•
Educate Girls’ programs focus on enrolment, retention, and learning of marginalized girls (6 to 14 years) by leveraging existing government and community infrastructure.
Learning endline assessment and report submitted of impact
Resources
Key Geography
Team Balika volunteer network, community, school administration and beneficiaries engaged
Rajasthan and Madhya Pradesh
Need for the initiative Problem Rajasthan demonstrates the largest gender gap in education largely because of gender discrimination, social stigmas and castebased issues
Situation Before Rajasthan featured as the State with 2nd highest percentage of ‘out of school’ children at 8.26% as well as highest percentage of ‘out of school girls’ at 12.55% across the country
Intervention
Impact and Key Learning Achieved so far •
Over 2,00,000 out-of-school girls enrolled in schools – more than 90% girls’ enrolment and 93% retention of girls enrolled
•
Average increase of 25% - 40% in learning outcomes across Hindi, English, and Math
•
Over 6,50,000 students with improved learning outcomes
•
More than 4.9 million beneficiaries of the programs
•
Over 11,000 Team Balika members trained and worked in their communities
Overview The interventions across all the Educate Girls’ programs include community-based activities and mobilization
Steps •
156
Recruitment of Team Balika (community volunteers) followed by orientation and enrolment training
•
Baseline assessment, including Door to Door Surveys (including profiles of villages, households and schools)
•
Enrolment activities, with focus on girls, in school
•
Life Skills for adolescent girls
•
Learning baseline assessment conducted NGO Initiatives
Key Learning The common thread in all the successful schools has been the emergence of a natural leader through the process of community motivation and involvement
EHSAS EHSAS provides informal counselling to the college students for research work, life skills, soft skills and personality development.
Area of Intervention Counselling program for college students
Resources A team of five homemakers of the prominent professors from seven to eight institutes are shortlisted to implement EHSAS methodology
Key Geography EHSAS has its presence in Delhi, NCR, UP (Ghaziabad & Faridabad), Gurugram, Maharashtra, and Karnataka
Need for the initiative Problem •
Unavailability of student-centered pedagogy
•
Unfriendly atmosphere, psychological and peer pressure in the educational campus for outsider students
Situation Before There were behavioral issues with the students who fear to share their emotional and psychological problems with the concerned authorities
Impact and Key Learning Achieved so far Friendly and healthy environment is created for the outsider students in the targeted organizations
Key Learning •
A support system to the main working machinery can help in nurturing the students better
•
Unconditional love and motherly behavior can help students to keep the homesickness at bay
Intervention Overview By two-way communication and proper guidance, college scholars can achieve new heights overcoming their weakness
Steps •
Personalized interaction with the identified student
•
Systematic counselling and development program to address the behavioral changes
•
Escalating the matter to the concerned department, in case further intervention is required
Ekal Vidyalaya A non-profit organization, Ekal Vidyalya works for the holistic development of tribal and rural communities
Area of Intervention Knowledge program imparting informal primary education to the children from tribal and rural communities
Resources •
Volunteer base of teachers to develop desired innovative pedagogy and impart education accordingly
•
Continuous engagement of students in various activities to make learning an enjoyable experience
Key Geography Nepal and 22 States of India
Need for the initiative Problem •
Tribal and rural communities untouched by development of the country
•
Lack of understanding about importance of education in life
•
Unfavourable topography and living condition
Impact and Key Learning Achieved so far •
58% and 52% of Ekal students in the age 6-10 years and 10-14 years demonstrate learning expected from Class II and Class IV student respectively
•
Ekal students scored above 55% marks in General Awareness, better than government and private schools.
•
Children from remote areas gaining momentum with “Digital Ekal”
•
Children of Ekal Vidyalaya after 3-4 years non formal primary education are linked to formal schooling, hence leading to reduced drop outs
•
Value education is a major thrust in Ekal Vidyalayas leading to a visible change in their behaviour. They totally abstain from any kind of alcohol addiction or smoking or even using abusive language
Situation Before Unapproachable distance between government school and scattered hamlets in remote areas Gap in execution of government program
Intervention Overview Functional literacy program for children aged 6-14 years from remotely located villages
Steps
158
•
Identification of the area of work
•
Formation of dedicated volunteer team
•
Development of innovative pedagogy and curriculum
•
Taking education to the doorsteps of remotest corners
NGO Initiatives
Key Learning •
Continuous motivation and dedication is required to shatter illiteracy barrier
•
Education is the best tool to bring social change
EQUIP EQUIP, started in 2016, serves as a platform for collaboration, ideation, and co-creating of solutions between teachers, principals, government education bodies and innovative external organizations
Area of Intervention Creating Education Leaders, Transforming Pedagogy and Mobilizing for Systemic Reform
•
Creation of State Resource Group (SRG), comprising of members from DIETs, SCERT, and B.Ed. Colleges and the schools themselves to impart training
Resources •
School and B.Ed. College staff, members of EQUIP, DIETs and SCERT
•
Administrative support from the State government for access to schools
Key Geography Delhi and Haryana
Need for the initiative Problem Low motivation levels among teachers and community, lack of adequate in-service training and innovative methods
Situation Before •
Low learning outcomes despite regular classes
Impact and Key Learning
•
Students not college-ready with inadequate confidence levels in Math and English
•
Eight schools performed self-evaluation with the help of Shala Siddhi framework
•
Principals and TFs from 8 schools have undergone thorough monthly facilitation session
•
Teacher training and follow-up conducted by JodoGyan on classroom practices
•
In terms of systemic reform – proposals made to completely rebuild the BRC/ CRC (Block Resource Centres/ Cluster Resource Coordinators) structure to support the schools more in academic needs
Achieved so far
Intervention Overview The initiative aims to transform the teachinglearning practice in the classroom, with a focus on pre-primary and primary education
Steps •
•
Leadership intervention through professional and personal growth of the Principal and the Teacher Facilitator (TF) - identified by the Principal to build learning communities among teachers in the school Mathematics and Language (English) intervention, which involves the training of all subject teachers for a month
Key Learning •
Innovative learning-teaching methods build both teacher and student capacity for enhancing the learning outcomes
•
The program needs to be extended to more schools and locations
Guru Puraskar Foundation Guru Puraskar Foundation is a charitable Trust which organizes an annual award program for enhancing teachers’ commitments towards improving the learning-teaching processes and quality of education
Resources •
Staff for monitoring, execution and development of idea
•
Financial expenses are at the disposal of the Government
Area of Intervention Teachers motivation through honouring good teachers and inspiring others
Key Geography Karnataka
Need for the initiative Problem •
Least recognition of teachers in the society and hence lack of motivation
•
Decreasing learning outcomes of students
Impact and Key Learning
Situation Before
Achieved so far
•
Absence of any well-thought transparent reward and recognition program for Teachers
•
•
Lesser engagement of teachers
Teachers have started trusting Guru Puraskar as a reliable and transparent award which they like to earn proudly
•
Reward and recognition has catalyzed the approach of teachers
Intervention Overview An annual well-thought transparent reward and recognition program for teachers to participate and showcase their talents
Key Learning •
It is not very difficult to motivate and inspire large sections of the teachers’ fraternity to be involved in Nationbuilding
•
Appreciation of good work energizes and motivates teachers
Steps
160
•
Official announcement for invitation of entries for award by education department
•
Self-evaluation and peer-nomination by teachers
•
Organization of activity-based, fun-filled and insightful workshops for nominating teachers
NGO Initiatives
Gurukulam Gurukulam is a non-profit organisation set up in 2006 with the goal of empowering children from the socially and economically marginalized communities through traditional/ vocational education and training
Area of Intervention With its belief in the doctrine of universal access to education, the organization provides education to underprivileged section of the society in Western India
Resources •
Teaching and non-teaching staff employed with the organization
•
Study material and other equipment for vocational training
•
Residential & administrative expenses of Gurukulum
Key Geography Maharashtra
Need for the initiative Problem Lack of articulation, education/ learning means and social skills among majority of the students
Situation Before
Impact and Key Learning
The children/youth from marginalized communities were unable to bear the expenses of education and vocational training
Achieved so far •
Since inception, the number of students has grown from 25 to 325, with 60 students successfully passed their Secondary and Higher Secondary exams
•
10 former students of Gurukulam are pursuing undergraduate degrees, including B. Tech, B. Com, Diploma in Engineering etc. through financial support by Gurukulam
Intervention Overview Providing access to traditional and vocational education to children from socially marginalized communities will empower them and help them achieve their full potential in all aspects of their lives
Steps •
Teaching traditional academic courses in regular classroom settings, for Class I to XII followed by regular examinations/ evaluation
•
Practicum based teaching of vocational and technical skills
•
Teaching children cognitive and emotive skills through peer learning and activities outside the classroom
Key Learning The underprivileged sections of society can be empowered through right education, training and skill development, in-turn making them independent - socially as well as economically
Humana People to People, India HPPI is a not-for-profit organization working across rural & urban India for the development of underprivileged people
•
In-service: developed modules for teachers & students on competency based tasks
Area of Intervention
•
For OoSC- Developed Kadam module with specific tools for children and teachers
•
Primary education and teacher training
•
Training and mainstreaming of Out of School Children (OoSC)
Key Geography
Resources •
Teacher Training: HPPI- 5-6 trainers/ DIET in implementing DEd programme
•
Kadam: HPPI- one trainer-cumsupervisor for every 20 centres, State project manager and trainer. State teachers & printed TLM as per SSA
Rajasthan, Haryana, Delhi, UP, MP, Bihar, Jharkhand, Telangana, and Tamil Nadu
Need for the initiative Problem •
The pre & in-service training conducted by DIETS are largely theoretical and disconnected to real needs of primary teachers
•
High number of Out of School Children (OoSC) & drop-outs due to poor foundations skills
Impact and Key Learning Achieved so far
Situation Before
•
Very few practical and workable modules creating a learning-enabling environment for children in multi-level classroom
Trained 7,000+ teachers. Study done by SCERT showed significant results on all teacher development indicators
•
Engaging 30,000 children for better learning outcomes in schools
Intervention
•
Mainstreamed 10,00+ OoSC after achieving their age appropriate learning in Haryana, Delhi and MP
Overview •
Build capacity at DIETs to deliver effective pre-service and in-service training
•
Provide a scalable operational model for mainstreaming of OoSc
Steps •
162
PSTE- HPPI developed a programmebased-student-driven course covering DEd, with digital courseware, implemented at 20 DIETs of Haryana, MP, UP & Bihar
NGO Initiatives
Key Learning •
Teacher Training showed better outcomes in DIETs with better planning and engagement of student-teachers
•
Kadam scalable module is aligned with SSA bridging 3 years learning gap in one year through systematic competency based learning system with tool-kit for teachers and children
Jodo Gyan Jodo Gyan is a non-profit organization working to introduce new curricular practices in accordance with the psychology of learning
Resources •
Formation of resource groups to support teachers and monitor the implementation of the program
Area of Intervention
•
Development of custom-made Maths tool-kit costing Rs 3,000- 5,000 for about five years
Advancement program reaching out to preprimary and primary mathematics ensuring its application in real life
Key Geography Punjab, Meghalaya, Delhi, Jammu & Kashmir, Sikkim, Kerala, Rajasthan, Orissa and Bihar
Need for the initiative Problem •
Widespread occurrence of Math-phobia
•
Poor understanding of concepts
Situation Before •
Absence of deep conceptual understanding
•
Lack of understanding about the usage of Math in everyday life
Intervention Overview Introduction of engaging activities in a planned and phased manner following a trajectory to lay the foundation for further development of mathematical thinking
Steps •
Implementation of literacy program to improve numeracy skills
•
Development of customized assessment and learning tools
•
Updated periodic workshops for better pedagogical practices
•
Working with government system to adopt the program design for scale up
Impact and Key Learning Achieved so far Jodo Gyan has been able to remove the fear and help children connect to Mathematics and develop deep conceptual understanding, showcasing massive improvement
Key Learning •
It is essential to demonstrate efficiency of new practice in project school before floating it on a large scale
•
Readiness to link the resource group to ensure sustainability before launching a large-scale program
Kaivalya Education Foundation A leadership development organization which enables behavior change in education leaders to improve student learning outcomes (SLO) at scale
Resources •
Innovative Solutions: Developed extensive, stakeholder-specific needbased curriculum, tools and frameworks
•
Specialized Experts: Developed 450+ design, pedagogy, stakeholder, training, implementation, assessment experts, along with 1000+ transformationoriented young Fellows and Alumni
•
Knowledge/Implementation Partners: NUEPA, Harvard, KEDI, NYU, GenPact, Sattva, BCG,12 state governments
•
Value-based Funders: philanthropists, CSR and multilateral funders with longterm commitment for education
Area of Intervention Transform public education system through leadership development of education officials and organization development at all levels
Key Geography Rajasthan, Gujarat, Maharashtra, Jammu and Kashmir, Delhi, Haryana, Uttarakhand, Assam, Andhra Pradesh, Jharkhand, Odisha and Madhya Pradesh
Need for the initiative Problem Learning outcomes are extremely low as education officials are facing hindrances in managing the delivery of quality education
Situation Before School Heads, Middle Managers and Teacher Facilitators lack support to build capabilities, foster motivation, commitment, collaboration and balance between administration and improving outcomes
Intervention
Impact and Key Learning
Overview
Achieved so far
Enable educators at all levels to improve SLO
•
Achieved 54%, 45%, and 33% SLO for math, language in Rajasthan, Gujarat, Maharashtra, respectively, in 16-17 (thirdparty assessments)
•
Increased enrolment by 14% in government schools of Jhunjhunu, Rajasthan
Steps •
•
On-field support: Provide on-field experts to solve ground-level problems, execute innovative interventions
•
Professional Learning Forums: Create non-hierarchical, respectful, learning environment for shared problem-solving, data-driven action planning and review
•
164
Workshops: Tailor capacity and perspective building workshops by assessing individual and ecosystem needs through standardized tools like TNAT*, TIPPS* etc.
Virtual field support: Provide tools and frameworks to resolve operational issues, follow up and implement tools/curriculums for developing school, district and state. NGO Initiatives
Key Learning •
Build secure, respectful, trustworthy environment wherein people express freely, accelerate learning, discover intrinsic motivation, joy and pride in self
•
Demonstrate SLO improvement by establishing systems for competencybased selection, role-based induction, need-based professional development, outcome-based career progression and goal-based role re-articulation
Khan Academy A not-for-profit organization with the mission of providing a free world-class education for anyone, anywhere
Resources •
Support from Rajasthan government education officials and school staff; tablets provided by Tata Trusts; and ‘Motivation for Excellence’ roped in as the implementation partner for teacher training and support
•
In Karnataka, Khan Academy to assist the state government in selection and training of content team through a series of trainings and workshops
Area of Intervention Instructional videos, practice exercises, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom
Key Geography Rajasthan, Karnataka
Need for the initiative Problem How to integrate digital educational resources in local language of learners to improve learning outcomes at scale
Situation Before Current classroom practice makes it difficult for (i) learners to master concepts at their own pace; and for (ii) teachers to identify individual learners’ needs on a real-time basis
Intervention
Impact and Key Learning
Overview
Achieved so far
Personalized Learning Pilot in Rajasthan and Localization of Khan Academy resources in Kannada
•
Teachers in the schools enrolled under pilot project use Khan Academy to deliver lessons in a blended format; students watch videos and practice exercises on tablets
•
In Karnataka, a talent search for content creators would be launched in November 2017
Steps •
•
A Personalized Learning Pilot launched in 2017 in 12 schools covering 57 classrooms, 36 teachers, and approximately 2500 students in the state of Rajasthan in a collaboration between the state, Tata Trusts, and Khan Academy A partnership agreement signed in September 2017 between Department of State Education Research & Training (DSERT) Karnataka and Khan Academy India to create educational content that includes 5,500+ videos and 20,000+ exercises in Math and Science, as well as teacher tools in Kannada
Key Learning The theory of change is that differentiated instruction customized to each student and in their own language can provide a significant improvement in learning outcomes
Learning Links Foundation The non-profit organization is dedicated to enhancing quality, promoting innovation and developing future ready citizens by delivering measurable and sustainable change in the education and innovation ecosystem
Area of Intervention Executing 30+ projects across 17 states in the country
Key Geography
that can align with their goals and achieve desired outcomes in the area
Resources •
Skilled, experienced and dedicated team
•
30:70 ratio wherein governments contribute 30% and 70% is raised by us towards the project
•
Leveraging technology to accelerate pace of change
Jharkhand, Himachal Pradesh, Gujarat, Delhi, Maharashtra, Madhya Pradesh, Rajasthan, Chhattisgarh, West Bengal, Tamil Nadu, Delhi, Haryana, Karnataka, Andhra Pradesh, Goa, Telangana, Assam
Need for the initiative Problem Multiple challenges around quality and learning faced by learners, service providers and Governments
Situation Before •
Low focus on improving student learning levels
•
Resistance from educators in adopting new tools/ techniques
•
Gap in government and investor perspectives regarding programs, timelines and implementation strategies
Achieved so far •
A 35% to 40% increase in reading and numeracy levels among students in intervention schools
•
Over 80% improvement in teachers’ instructional skills
•
Over 70% improvement in community youths’ digital literacy, critical thinking and collaboration skills
•
LLF has impacted:
Intervention
•
154,98,707 Students
Overview
•
21,89,462 Teachers
Creating equal opportunities for everyone by empowering students to make the most of their talent, preparing educators to transform teaching, and skilling youth to be self-reliant
•
130,956 Youth
•
2,26,958 Community Children
Steps Our methodology rests on three pillars: alignment, strengthening, and sustainability. We identify the focus area(s) of the government/partner organisation, study the challenges and gaps in the identified area(s), and then design potential offerings 166
Impact and Key Learning
NGO Initiatives
Key Learning •
Data based monitoring processes have helped in increased adoption of the changes and in addressing learning gaps
•
Robust project governance structures established
•
Transparent and frequent communication processes with all concerned stakeholders
Lend a Hand India Lend A Hand India, established in 2004, is focused on the area of multi-skill vocational education in Secondary and Higher Secondary schools as part of mainstream curriculum.
Area of Intervention
Resources •
All financial resources of Lend a Hand, India to implement its program without any government funding
•
State approvals to offer technical/ project management assistance to RMSA for vocational education
Vocational education
Key Geography Maharashtra, Gujarat, Andhra Pradesh, Telangana, NCT of Delhi, Haryana, Odisha, Madhya Pradesh, Karnataka, Goa, and UT of Diu/Daman as well as Dadra & Nagar Haveli
Need for the initiative Problem Lack of a link between conventional education and practical life-supporting vocational training in schools
Situation Before Rote method of teaching not really helping students to get job and earn a livelihood
Intervention
Impact and Key Learning Achieved so far •
The program is being implemented in 240 schools and vocational education has been made one of the core subjects
•
Vocational education introduced in over 1,200 schools across 10 states and 90,000 students as part of Secondary school curriculum as part of Rashtriya Madhyamik Shiksha Abhiyan
Overview The organization attempts to bridge this gap by introducing vocational training as part of Secondary and Higher Secondary curriculum, making school education practical and relevant
Steps •
Deployed qualified and experienced human resource to provide technical and project management support to the State
•
Setting up of workshop/ lab in the schools and begin delivery of vocational training after recruitment, training, and deployment of professional trainers
•
Assessment and certification by NSDC (National Skill Development Corporation) affiliated Sector Skill Council
Key Learning Patience, persistence, and perseverance pays eventually
LSTD- Life skill through drama LSTD is a Non-Governmental Organization (NGO) aimed at supporting India’s National Educational Policy by using drama in education (DiE) to enhance life skills in children and motivate the teachers to teach the core curriculum effectively
Resources
Area of Intervention
•
Creation of OER-open educational resources
•
Use of satellite in some States to stream the program
•
OER accessible in a variety of formats print, online, DVD, pen drive and micro SDs
Focuses on Teacher–training and overall development of underprivileged children
Key Geography Maharashtra, Gujarat and Rajasthan
Need for the initiative Problem The conventional teachers’ training program not able to motivate them to realize the necessary change in their teaching skills, resulting in lax attitude towards such regular courses
Impact and Key Learning
Situation Before
Achievements
•
Teachers finding this compulsory training, done via satellite, boring and tedious
•
The material used for the preparation often repetitive and irrelevant
The training program reached 2.5 lakh primary teachers of Gujarat state following an effective cascade method. A total of 36 teachers/ Master Trainers (MTs) groomed to further train 500 Key Resource Persons (KRP) and 8,500 Resource Persons (RP) who interacted with 2.5 lakh teachers of the State
Intervention Overview The program is designed for the State Council of Educational Research and Training (SCERT) to enhance the classroom practice of primary school teachers by using life skills and innovative teaching method-Drama in education (DiE)
Steps
168
•
Teachers kept engrossed by a conversation-like video presentation
•
About 4 hours our of the 5 hours long training comprised activities like drama, reflections, arts and crafts - less ‘listening’ more ‘doing’ NGO Initiatives
Key Learning •
Change the way we approach teachertraining through innovation
•
Introduce teachers to creative methods of teaching for application in the classroom
Manav Utthan Sewa Samiti Manav Utthan Sewa Samiti, an all-India registered socio-spiritual and charitable organization
Area of Intervention Mission Education (ME) aimed at instilling values of honesty/ integrity and character molding among school’s children and the society at large
•
No cash/ cheque accepted through ME boxes
•
Collected stationery distributed among the needy ones
Resources Ashram Volunteers for ME and the society at large
Key Geography 24 States across India
Need for the initiative Problem ME is trying to address the problem by bridging the gap between rich and poor sections of the society through act of voluntarily giving
Situation Before A majority of the students dropout even from free schooling facilities, primarily on account of their parents’ inability/ reluctance to afford the recurring expenditure of stationery
Intervention Overview ME - an initiative to provide the stationery to the needy ones with the help of the society having excess of it. ME serves as a medium between affluent to the poor and enables the poor to afford the recurring cost related to education
Impact and Key Learning Achieved so far •
Benefited 1,89,000 people across 24 states so far
•
Initiated ‘School on Wheels’ to enable poor children to study at their own place
•
Established linkages between the rich and the deprived
•
Helped in the character development of the children
Steps
Key Learning
•
Instituted ME at all India level by forming four zonal teams to lead State level teams, which were further lead the Ashram level teams
Pooled resource found to be the best way to distribute individually to the beneficiaries
•
Ashram level teams placed ‘ME Boxes’ in schools to collect stationery from the children having excess of it
Million Sparks Foundation Million Sparks Foundations (MSF) vision is that every student must have a great teacher. It aims to impact 1 Million teachers and 100 Million students by 2020
• • •
Area of Intervention Teacher Capacity Building through a mobile-centric platform
Key Geography Delhi, Goa and Haryana
App and website development Trainings of mentors and of teachers Classroom observations to measure impact on classroom practices
Resources • •
Team to create content, develop app and monitor implementation MSF is funded by CSF, Google.org, and PayTM
Need for the initiative Problem • • •
Lack of access to latest pedagogical techniques Lack of access to classroom management approaches Inadequate Resources to regularly train teachers
Situation Before • •
Unavailability of quality trainers Absence of curriculum linked online training content and access to computers
•
Printed reference materials get misplaced and obsolete
Intervention Overview Million Sparks Foundation has developed a mobilecentric platform “ChalkLit” and a content framework through a consultative approach with several academicians and practicing teachers. The platform provides self-paced access to bite sized contextual and curriculum linked content that includes •
Grade specific content allowing teachers to conduct their next class in a much better manner
•
Topic specific trainings to improve broad conceptual and pedagogical understanding
•
A social platform for interactions with and amongst teachers
Steps
170
•
Identification of needs in teacher building capacity
•
Development of structure and framework of content
NGO Initiatives
Impact and Key Learning Achieved so far •
Working with SCERT’s of Delhi, Goa and Haryana – total teachers 400,000
•
4000 teachers have already undergone official training using ChalkLit. Total users are 10,000
•
Training completion rates are ~85%
•
Conducted a leadership development training for Kendriya Vidyalaya principals in association with NCSL and NUEPA
Key Learning •
Teachers require regular trainings and would prefer these to be arranged when the topic is being covered in the class
•
Content and processes built in consultation with practicing teachers finds wider acceptance
•
Engagement improves significantly with support from mentors and senior teachers
Room to Read Resources
Room to Read (RtR) is an international non-profit organization working across ten countries in Asia and Africa in areas of early literacy and girls’ education
•
Area of Intervention •
Literacy program to enable primary grade children to become independent readers through a comprehensive approach to develop both reading skills and a habit of reading
Trained staff to monitor program implementation in lieu of specific requirement for the demonstration/ I-do schools as compared to the partnership/ We-do phase Technical resources comprising reading instruction curriculum, library books and training modules
Key Geography Andhra Pradesh, Chhattisgarh, Delhi, Maharashtra, Rajasthan, Telangana, Uttarakhand and Karnataka
Need for the initiative Problem • • •
Inadequate standards for quality of education Non-uniform educational opportunities across the communities Low learning outcomes among students throughout the country
Impact and Key Learning Achieved so far •
Situation Before Lack of basic literacy and numeracy skills among primary school children, a major challenge in the government school system
•
Intervention Overview Given that reading is the foundation for all academic learning, low reading levels have a cataclysmic effect on the entire education system.
Steps • •
•
Implementation of the RtR literacy model in demonstration schools Capacity building of government systems on instructional design, training, monitoring and assessment Measure the overall impact of Literacy Program, present it to government stakeholders and plan for its state-wide expansion
In Class II, students from project schools could read 52 letters and 33 words per minute (WPM) against 35 letters and 15 WPM in control schools. The number of children reading 45 WPM in project schools measured four times higher than the comparison schools.
Key Learning •
•
Working on both skills and habit of reading, especially in home language, essential for early literacy Availability of adequate and appropriate materials critical for any reading/ literacy program
Sampark Foundation Founded in 2005, Sampark Foundation is committed to driving a large-scale social change – covering 85,000 schools and 7 million children in four States - through frugal innovations in learning methods and education system
Area of Intervention
Resources •
Permissions and necessary approvals from government officials to implement the program as well as coordinate with the Sampark volunteers and teams
•
Resource persons, training materials, students’ kits and staff support from Sampark Foundation
To improve Maths and English learning abilities among primary school children through Sampark Smart Shala program
Key Geography Jharkhand, Uttarakhand, Haryana and Chhattisgarh
Need for the initiative Problem Conventional Teaching-Learning methods in English and Maths at lower grades, led to Teacher’s disinterest and subsequent poor learning outcomes in these subjects
Situation Before School kids’ assessment revealed poor performance and problem-solving abilities in both key subjects
Intervention
Impact and Key Learning Achieved so far •
More than 65,000 teachers trained in past one year through Sampark Shala program
•
Over 8,000 schools inspected and graded under A, B, and C categories based on various parameters/ combinations of parameters
•
Performance in Math and English improved after assessment through Baseline and Endline tests
Overview Improving learning outcomes by overcoming teachers’ discomfort in teaching English and Maths
Steps
172
•
Unique and interactive training program for teachers
•
Developed Maths and English kits with manipulative Teaching Learning Materials (TLMs)
•
Coordination with government officials at the State, block and cluster level through Spark teams
NGO Initiatives
Key Learning The program has impacted a significant number of schools and teaching staff to build their interest in teaching using interactive teaching/ learning and training materials/ methods. The program can be scaled further to other parts of the States and the country for better learning outcomes
Shiksha Sanskriti Uthan Nyas Founded on 18 May 2007 - the Nyas, aimed at finding and establishing alternatives to the present education system in India by changing its syllabus, system, methods and policy
Area of Intervention Educational conferences/ seminars of teachers/ students at institution, State and national level
Key Geography Northern, Eastern and Western region of India
•
Indicating methods to obtain students input
Resources •
Subject experts to discuss the problems in education with teachers
•
Technical help like teaching aids, online projectors, models and projects for schools
•
Special certificate courses for teachers and students to enhance the subjects
•
Resource persons to educate students regarding daily life values
Need for the initiative Problem Current education system lacks focus on environmental education, Sanskrit language, yoga and autonomy/ innovation in education
Situation Before Prominent issues comprising indiscipline in school, monotonous classroom-teaching methods, water wastage and lack of concentration among students
Impact and Key Learning
Intervention
•
Students and teachers using their own water bottles to avoid wastage of water
•
Small groups have been made in classes to promote learning process by group discussion
•
Minimum wastage of electricity by switching off the extra electrical gadgets
•
Change in teacher methodology by which learning becomes enhanced
Overview Introducing informal education focusing on values for children in schools. It is an act of involvement by a State in another’s affair for persuading the community to address the core issues
Steps •
•
Identifying the community problem/ goals to be addressed and course of action/ assessment of the level of problem/ goals Describe the groups to benefit as well as those assigned for implementing the intervention
Achieved so far
Key Learning •
Students become aware about environmental resources
•
Councils working with schools to promote quality education
•
Skill enhancement through practical knowledge in labs
Shyamchi Aai Foundation A not-for-profit organization working towards building a sustainable ecosystem with the collaborative action of the government, corporate, and community to enable adolescents to create their own career pathways
career guidance for 10th- grade students •
Area of Intervention Ability tests, basic life skills, counseling, and direct Intervention for adolescent students across Maharashtra
Resources •
Public-Private Partnership and multiple government departments and NGO and Corporate partners
•
Various government departments and institution shared the information about institutes, courses, trades, intake, eligibility, etc
•
Project cost bore by the Government of Maharashtra and SAF in a 50:50 partnership model
Key Geography Maharashtra
Need for the initiative Problem Last mile connectivity in school education is missing, leading to indecisiveness about higher educational options towards building a meaningful career
Developed a dedicated helpline to provide personalized career counseling for 10th-grade students
Situation Before Existing career choices are made on popularity of the course, parent, and peer pressure leading to educated unemployment due to untapped potential and a rising gap between educational qualifications and industry skills. Until 2016, career counseling was available only to 5% of the students in Maharashtra, mostly in urban areas
Intervention
Impact and Key Learning
Overview
Achieved so far
A three-pronged approach to career guidance an Interest test, Maha Career Mitra Web portal, and Maha Career Mitra helpline
•
100% of the 10th grade students in the Maharashtra State Board provided access to career guidance
Steps
•
More than 3.2 lakh applications received for 1.3 lakh seats available in ITI colleges in Maharashtra
•
•
174
Developed a 7- field interest test relevant to today’s needs - administered by the Maharashtra State Board for 17 lakh State board and external students Developed a web portal mahacareermitra.in and a mobile application -Maha Career Mitra to provide
NGO Initiatives
Key Learning Timely career guidance in accordance with the interest of the students can help students make informed choices
Sri Aurobindo Society In 2015, Sri Aurobindo Society launched one of the world’s largest programs to transform government schools. Called as Rupantar, it aims to create a teacher-centric ecosystem of education stakeholders, working in synergy to achieve the objectives of the State and Centre-run education programs
Area of Intervention Teacher motivation, support to CWSN, innovation in education
identify children with neurodevelopment disorders; psychological tests and counselling of students; on-the-job handholding of teachers by special educators
Resources •
Necessary approvals and MoUs with State governments
•
Over 200-strong team
•
Financial resources from Corporate CSR funding; small contribution from State governments include TA/DA expenses of the participants
Key Geography 12 states across India
Need for the initiative Problem Shortage of 1 million teachers in the country, and declining quality and credibility of government school education
Situation Before •
• •
Teacher absenteeism, poor classroom management, outdated teaching techniques Lack of motivation, support and recognition for teachers Poor learning outcomes; 100% drop out of children with ‘hidden disabilities’
Intervention Overview
Impact and Key Learning Achieved so far •
Motivated teachers, working together and innovating their classrooms
•
Rupantar is bringing about a transformation in government school education by motivating and up-skilling teachers, and making zero-investment innovation in classrooms a part of their daily job
Increased student enrolment, attendance, learning outcomes
•
Improved dropout rates, morals and values, and the quality of life of CWSN
Steps
Key Learning
• •
•
10-day motivational training of teachers based on integral education Identification of teachers’ ‘zero investment’ best practices and their implementation in thousands of schools every year; grand felicitation of teachers at state level 4-day Special Education Training of regular teachers to enable them to
•
For large transformation projects, it is critical to engage State administrators in program design from the start
•
To achieve mass scale improvement through people, it is essential to eliminate monetary investment as a success factor
STiR Education An international non-profit organization, STiR (School Teacher Innovating for Results), headquartered in London, is working in India and Uganda to ignite and sustain teacher intrinsic motivation
Resources • •
Manpower to monitor the implementation No additional human or financial requirement to roll out the model
Area of Intervention Virtuous cycle created between teacher intrinsic motivation, mastery of classroom practice and student learning
Key Geography Uttar Pradesh, Delhi and Karnataka in India
Need for the initiative Problem • •
Poorly motivated and unprofessional teachers Learning crisis still a matter of concern
Situation Before •
•
Lack of teacher involvement in matters related to the improvement of education systems No intrinsic motivation
Intervention
Impact and Key learning Achieved so far • •
•
Overview STIR model is a comprehensive model to support government officials to ignite and sustain teacher intrinsic motivation across entire education systems to improve classroom practice and student learning
Steps •
•
176
Create local network to motivate teachers to use Learning Improvement Cycle (LIC) subsequently improving children’s learning Builds an enabling environment for teacher collaboration and development, and strengthens education systems at all levels
NGO Initiatives
Teachers effort showcases increase in teacher “time on task” by 5% Significant improvement in reading habits among grade 4 and 5 students (14,000) in UP Each $1 invested in improving teacher motivation lead to a return of $7 in enhanced teacher effort
Key Learning •
Teachers’ intrinsic motivation is vital to understand the potential exist in the education system
•
Teachers make the most significant inschool difference to student learning
•
Through virtuous cycle, teachers develop the specific mindsets and behaviours
•
System and leadership at block, district and state plays pivotal in creating enabling environment for building and sustaining intrinsic motivation in teachers’
Tata Trusts - Connected Learning Initiatives (CLIx) A collaboration between Tata Trusts, Tata Institute of Social Science (TISS) and Massachusetts Institute of Technology (MIT), which emphasizes the pivotal role of students’ and teachers’ community in using technology as an ardent tool to augment teaching and learning experiences
Area of Intervention To introduce ICT enabled curricular resources in secondary schools and continuous professional development of teachers in ICT with education for sustainable quality teaching and learning experience
• •
training and enrollment to certificate course Monitoring, support and building community of practice of teachers Regular maintenance of computer labs
Resources •
• •
Key Geography
Government support for training of teachers, teacher educators and printing CLIx teams and teacher educators from state Funds from Tata Trusts for maintenance and upgrading computer labs in 3 states and project staff cost
Chhattisgarh, Mizoram, Rajasthan and Telangana
Need for the initiative Problem Digital illiteracy among students and teachers, lack of use of education technology and non-functional Computer/ science labs across majority of schools led to poor learning outcomes for students
Situation Before Inadequate quality of teaching-learning, lack of access to relevant content for students and discontinuous professional development of teachers
Impact and Key learning Achieved so far •
Intervention Overview
Digital literacy and ICT enabled teaching learning for 1540 teachers, and 15,000 students from 461 schools across 4 states Developed student platform to access CLIx and other OERs and teacher platform for online courses
To impart digital literacy and technology enabled teaching-learning among a large number of students/teachers and encourage teachers for post-graduate certificate course in ICT with Education
•
Steps
State recognition for professional development courses, advanced computer labs and its regular maintenance, need for school level planning to integrate ICT enabled teaching and learning
• • •
Module design and development Selection of schools and computer lab readiness Headmasters’ orientation, teachers’
Key Learning
Tata Trusts - ITE Integrated apporach to Technology in Education A Tata Trusts’ initiative resourced by Centre for Education Innovation and Action Research at Tata Institute of Social Sciences in collaboration with Education Department of Assam and Gramya Vikas Mancha
Resources •
Funds and administrative support from State to conduct Continuous Professional Development (CPD)
Area of Intervention
•
A cadre of teacher educators and partners to nurture CPD efforts and improve ICT infrastructure/ connectivity in schools
ITE’s core focus is on teachers’ capacity building to integrate ICT into curriculum
Key Geography Assam
Need for the initiative Problem The initiative works on making curriculum relevant and connected for adolescents from rural Assam and efforts to engage teachers in CPD
Situation Before The ICT interventions were not connected to curriculum and did not reach the last mile
Impact and Key Learning Achieved so far
Intervention
•
ICT tools offers students to use project and problem based learning activities designed by teachers
About 90% completion rate for certificate course; practice, reflection, knowledge creation with ICT
•
Students comfortably using ICT and create artifacts to deepen conceptual knowledge
•
Improved teachers’ ability to integrate ICT in lesson plans
•
Community-based projects connecting local communities and schools
•
Improved ICT infrastructure/connectivity in schools
Overview The intervention is a pedagogical framework integrating technology in teaching and learning through ICT applications
Steps
178
•
Form a core group of key players with the state for constant monitoring and advice
•
Building capacity of local NGOs and government teachers
•
Use cutting-edge methods-ICT platforms and research in the area
•
Making schools ITE compliant-ICT infrastructure and orienting Headmasters
•
Converting CPD efforts into TISS certified course, blended and four months duration NGO Initiatives
Key Learning Asynchronous communication allows teachers’ flexibility to engage with CPD, teachers’ role as designer of ICT activities motivates students to engage with project based learning
The India Nutrition Initative A strategic initiative of the Tata Trusts to undertake national level actions in the domain of nutrition
•
Area of Intervention Promoting the use of fortified staples in all the government-run programs and for population at large
Resources •
Minimal cost of fortification resulting in no-added-cost on the product because of fortification
•
The government needs to institutionalize the practice of fortified mid day meals in schools
Key Geography Andhra Pradesh, Maharashtra, Tripura, Madhya Pradesh, Rajasthan and Tamil Nadu
central purchase of the double fortified salt and the fortified oil TATA trusts to support the government for procurement and ensuring the right quality of commodity
Need for the initiative Malnutrition is one of the major issues concerning the world population, particularly in developing countries like India.
Problem Not all the states have included Salt and Oil into their PDS (Public Distribution System)
Situation Before Around 70% of preschool children suffer from iron deficiency, while 85% of preschool children suffer from sub-clinical Vitamin A deficiency
Impact and Key Learning
Intervention
Achieved so far
Overview
•
Use of DFS in states like Andhra Pradesh, Tamil Nadu, Madhya Pradesh, Tripura, and Rajasthan started
•
Akshay Patra and Manna Trusts also started using DFS for 2.5 million children
•
Fortified oil being used in Rajasthan, Gujarat, and Madhya Pradesh
This intervention is to support the government with central purchase of the double fortified salt (DFS) and the fortified oil. The use of the fortified inputs like DFS will ensure fulfilling of 100% of the iodine requirement and 30-60% of the dietary iron requirement.The fortified oil will provide with 15-30% of the Vitamin A and Vitamin D requirement of the child.
Steps •
•
Providing technical assistance and support for the fortification of Staple foods in India Provide support to the government with
Key Learning Initiatives for providing healthy nutrition to children and malnourished population are the key to achieve health goals of the government and secure future of the nation
Unit of Science and Educational Development A non-profit organization that is the brainchild of IIT Kanpur students, professors and eminent educationalists, UNISED works for making quality education available for children from weaker section of the society
Area of Intervention
• •
3 tier monitoring of the program Establishment of Rashtriya Avishkar Lab (RAL)
Resources •
Convalescence of quality education in Upper Primary (Class VI to VIII) government schools
•
Key Geography
•
Professional manpower required for monitoring and implementation of the project Financial support for program from government and industries Bureaucratize support from administration
Uttrakhand (all 13 districts), Nagaland, Uttar Pradesh (Auraiya, Kanpur Nagar, Kanpur Dehat) and Puducherry
Need for the initiative Problem • • •
Dearth of quality education in upper primary classes Gap in curriculum from elementary level to secondary level Drop out in govt schools and out of school children
Situation Before • • •
Very poor understanding of fundamental concepts among students Lack of educational motivation in students Teachers’ absenteeism one of the primary cause in students drop-out
Intervention Overview
Impact and Key Learning Achieved so far •
•
•
UNISED is intervening to motivate and attract upper primary class students from poor socioeconomic background to improve their studies
Steps •
• •
180
Assistance to provide infrastructural requirement (solar operated smart classrooms, audio-visual lab, MathScience corner, etc.) Build teacher capacity through regular workshops and training Development of monthly learning resource material
NGO Initiatives
“Trained more than 1,500 teachers and impacted education of more than 50,000 students” due to project expansion in Nagaland and Uttrakhand. “Through RAA Auriya model and use of ICT and CAL; enrollment shifted form private schools and nearby govt schools to intervened govt school” HRD ministry shared an office order on “Three years Achievement of Department of School Education & Literacy”, in which our work has been recognized as one of the top two success stories in India
Key Learning •
• • •
Learning can be fun, involving and engaging by introduction of AV content and resource kits Adequate support increases the probability of improvement in teachers Proper infrastructure is necessary for good quality education Regular periodic training of teachers is extremely crucial for effective results
Vandematharam Educational Research and Training Centre VERTC is an educational, research and training center based in Kalwakurthy, which focuses on designing scalable and sustainable programs by carrying out research in pedagogies and training in association with Vandemataram Foundation (VMF)
Area of Intervention A workable model for Mathematics program to bridge the gap between children expected and possessed abilities/competencies
Key Geography
•
Encouraging peer learning by providing material and support
•
Self assessment of abilities/ competencies at regular intervals through standardised tests
Resources • • •
Telangana and Andra Pradesh
Trained staff members and teachers for monitoring and execution of program Curriculum and material developed by VERTC Financial cost incurred for one teacher every school (200 students) to act as facilitator is estimated Rs100/student
Need for the initiative Problem • •
Disconnection between teacher and taught One teacher to reach all students at different levels in stipulated time
Situation Before • •
Majority of students have fear for Mathematics Huge gap between the expected and possessed competencies
Impact and Key Learning
Intervention
Achieved so far
Overview
Brought wind of change in lives of 30,000 students, 1,600 teachers, and over 1,000 government schools
Minimum Learning Abilities (MLA) model for mathematics is a proposed solution to supplement regular schooling from class 3rd to 9th. MLA facilitates children to master the basic essential competencies in mathematics which help them to stay connected with their classroom teaching
Steps •
Identification of Little Leaders and Little Teachers
•
Forming groups with multi grade and multi level students
Key Learning •
MLA model, methodology and learning environment can positively impact students’ learning experience and acquired skills
•
MLA Results in reducing the gap between the expected and possessed competences and helps the child stay connected to class room teaching
Veda Vijnana Gurukulam Started in 1994, Gurukula Education is a Not-for-profit organization working towards implementing Gurukula Education System for Holistic Individual Blossoming
Area of Intervention
•
Social activities to develop concern towards society
•
Education without caste discrimination
Resources
To preserve, practice and propagate the Ancient Indian (Vedic) knowledge right from basic education for the children of this Holy Land through ‘Karnataka Gurukula Shikshana Prakalpa’
•
Available residential and educational buildings
•
Staff, learning material and financial support from Gurukula
Key Geography
•
Support from the government, local authorities, and society
Karnataka
Need for the initiative Problem Current Education system lacks ‘Indianness’ and still follows post-British era system of learning
Situation Before •
Education devoid Bharathiyatha, there was emphasis on the collection of more and more information but lacks in giving right directions to them in shaping their future more meaningful and integrates themselves in building a healthy society
Intervention
Impact and Key Learning Achieved so far •
Successfully established and running three schools one - ‘Maitreyee Gurukulam’ - for girls and two -‘Prabodhini Gurukulam’ and ‘Veda Vijnana Gurukulam’- for boys
•
All outgoing Gurukulam pupils carry healthy, culturally rich and Vedic values as in-built character attributes apart from formal education
Overview A comprehensive Vedic Education curriculum for all-round holistic personality development of students
Steps
182
•
Separate syllabi for junior and senior level
•
A strict timetable for students developed around all the aspects of holistic learning, good habits, culture, sports, yoga, etc.
•
Availability of the faculty round the clock
•
Learning by observation, not only in the classroom NGO Initiatives
Key Learning By instilling a value-based education system, we can create good and responsible Samaritans in the society and save the rich heritage and knowledge system of our country
Vichar Television Network Ltd. Vichaar is a project dedicated to National and social awakening
Resources •
Area of Intervention Multimedia Solution in Value Education
•
Key Geography Gujarat
More than 200 short films, Telefilms, documentary films, workshops and motivational lecture series, on value education available in VTNL library Support from the State government, education officials, school staff, VTNL’s volunteers and students for implementation of the program
Need for the initiative Problem Lack of awareness and knowledge among students about Indian value system, historical personalities and important historical events
Situation Before Children and teaching staff only focusing on completing the prescribed curriculum in books as per the calendar year
Impact and Key Learning
Intervention
•
Screening of value-based films on large scale in schools all over India
•
Ministry of Human Resource Development (MHRD), Government of India procured Rights of Vichaar films for 550 Jawahar Navodaya schools
•
Government of Gujarat procured Rights of Vichaar Films for 6,000 secondary schools
•
Screening of Value-based films on large scale across Municipal Corporation schools in Gujarat
Overview
Achieved so far
To inculcate moral values in young minds through audio-visual media & workshops in all primary and secondary schools of India
Steps •
Survey at schools to evaluate the current scenario
•
Framed Value based Education Program through Multimedia to run in schools
•
Pilot screening done in 2200 schools in Gujarat.
Key Learning
•
Participation in Training program Karm Yogi Talim to get feedback from Principals
An education system without moral values and strong bond with country’s culture cannot produce good Samaritans
•
MOU with the government for implementation of program in around 6,000 secondary schools in Gujarat
Vidya Bharti A Non-Governmental Organization (NGO) with focus on evolving an alternate system of national education
Area of Intervention School education reform, Teacher training, development of innovative learning-teaching modules
Resources •
Support from society and its efficient usage through NGO resources for effective program implementation
•
Necessary permissions and cooperation from the Education Officials at block, district and State level
Key Geography All States and Union Territories (except Mizoram & Lakshadweep)
Need for the initiative Problem No provision for imparting education in mother tongue and cultural values in children
Situation Before
Impact and Key Learning
India’s education system is largely based on European and American teaching methods
Achieved so far •
The Alumni of Vidya Bharti are wellestablished on reputed posts in different fields - on the basis of lessons learnt by them in their Schools
Developing a National Education System to produce young minds filled with patriotism, and who are physically, biologically, mentally, intellectually and spiritually strong in all respects
•
Outgoing students reflect turnaround personality to become a respected citizen of family, society and the nation
•
Self-confidence and self-respect amongst students is very high
Steps
Key Learning
Provision for prayer system, culture acknowledgment project, sports at all India level, Yoga and Music classes
Only value based education can create a true human being and education imparted in the mother tongue with balanced approach results in overall personality development of students
Intervention Overview
184
NGO Initiatives
Wadhwani Foundation Wadhwani Operating Foundation, an international philanthropic organization, is working with the primary mission of accelerating economic development in emerging economies through large-scale job creation with the presence in Asia, Africa and Latin America operating in association with governments, corporates, mentors, investors and educational institutes. Its initiatives are driving job creation through entrepreneurship, skills development and innovation
Area of Intervention Skills and entrepreneurship programs for driving job creation through entrepreneurship, skills development, and innovation
Key Geography
•
•
recommendations in subsequent sectionsData collection and measurement of impact Designing of program which exclusively focuses on Employability skills in Class IX and X, followed by dedicated vocational stream during Class XI-XII Leveraging Technology for Quality & Scale
Resources • • •
Himachal Pradesh, Delhi, Rajasthan, Chhattisgarh, Jharkhand, Maharashtra, Odisha and Haryana in India and SouthEast Asia (Malaysia, Indonesia, Philippines, Bangladesh, etc.), Africa and Latin America
Qualified faculty that are available for required days of training IT infrastructure to deliver cloudbased employability skills content Skilled and trained field staff to monitor and report program delivery
Need for the initiative Problem •
•
Absence of sufficient work-skills in noncollege-bound high school graduates to command family-supporting wages Poor quotient of value jobs
Situation Before • •
Vocational education at school level was sporadic and ineffective Less concern towards entrepreneurship development, skill development, and innovation & research
Intervention Overview The intervention is designed to impact the student through excellent teacher quality, cloud-based delivery and an integral approach to expose the student with practicum needed for being job-ready
Steps •
Assess gaps in implementation and program design to offer relevant
Impact and Key Learning Achieved so far • • • •
More than 80 e-content partnerships with employers More than 3,000 secondary and postsecondary institutes More than 3,200 vocational teachers trained More than 2,80,000 students enrolled
Key Learning • • • •
Timely teachers training is essential for the desired outcome Speedy infrastructure set up may assist in early implementation Industry-focused and validated content must Adequate involvement of leadership is important
Youth For Seva Founded in 2007, YFS, aimed at creating ‘agents of positive change’ in the society through the culture of volunteering
•
Area of Intervention
Resources
Active engagement of community and CSR to enrich government schools
Key Geography
Monitoring of implemented projects at regular intervals to ensure quality of service delivery throughout the project
•
Permissions to reach out to government schools and involve volunteers for the project
•
Detailed information regarding government schemes to avoid duplication of efforts
Karnataka, Tamil Nadu, Andhra Pradesh, Telangana, Odisha, Gujarat, Uttar Pradesh, Punjab, Haryana, Uttaranchal, and Delhi/ NCR
Need for the initiative Problem Lack of focus on extracurricular and cocurricular activities stunted the overall personality development of the students
Situation Before •
High drop-out rates
•
Inaccessibility of basic learning tools
•
High teacher-to-student ratio with greater load of administration work
Intervention
Impact and Key Learning Achieved so far •
Volunteers engaged in 320 schools and adoption of 127 schools through CSR
•
Tent school conducted for migrant labor children saw the enrolment of 110 students in regular schools
•
Menstrual hygiene programs reached 4000 students
•
School Health Programs benefitted over 11000 students
•
176 YFS volunteers coached students for NMMS scholarship in 88 schools, and 527 students cleared the exams
Overview YFS works on identifying and addressing the gaps in the education system regarding amenities. A nation-wide volunteering movement that inspires youth to volunteer for serving the community
Steps •
•
186
Need assessment in government schools and learning centres to list out the requirements Volunteer management through orientation for all volunteers followed by mapping to specific projects based on their availability NGO Initiatives
Key Learning •
Orientation and training for volunteers
•
Orientation for school principals
•
Creating peer groups of volunteers and facilitating teamwork
•
Volunteer management
SCHOOL INNOVATIONS
Zila Parishad School Pashtepada, Thane Dist, Maharashtra
Mission Digital School Sh Sandip Karbhari Gund, IT Teacher, DIECPD, Pune took up the initiative aimed at motivating parents and government school teachers to integrate digital technology in schools for enhancing and enriching the children’s learning experience Year of starting
2009
Objectives To improve the teaching-learning procedure by focusing on actual learning rather than just completing the syllabus in a Zilla Parishad School across Maharashtra To help students develop interest in education and in attending school regularly To provide sufficient teaching-learning material to schools and enable teachers with best of pedagogies
Need for the Intervention Lack of awareness about digital technology and its potential application in school education, resulting in less interest of students in Zila Parishad schools and in learning activities
188
School Innovations
Key Features • Use of appropriate digital technology in activities of government schools • Providing a range of digital learning aids to schools - allowing them to choose on the basis of their students’ strength and resources at hand - from tablets, interactive smart boards, interactive master tab, interactive monitor E-class to virtual/ global interactive class • A digital point-to-point connect between students and teachers through interactive devices for easy monitoring of students’ learning curves • Devices run on portable solar systems, designed especially for remote locations
Impact/ Benefits • Total 53,193 Zilla Parishad schools upgraded to digital learning by April 2017 • Over 75,972 teachers received digital training • Over Rs. 301 crores raised through crowdfunding from parents, community, donors, and CSR by the Zilla Parishad Schools in Maharashtra for digital learning • More than 5,314 teachers’websites; about 3,482 mobile applications and 48,645 educational videos developed for use on common sharing platforms
Sustainability and Scalability The initiative has instituted technologybased support tools in education system across the government schools to make learning exciting through user-friendly content. The program has the potential for scale-up at other locations.
Government Senior Secondary School, Paunta, Himachal Pradesh
Quality Education An exclusive curriculum for quality education designed by Sh. Naresh KumarTGT (NM) for GSSS Paunta, Dist. Mandi, Himachal Pradesh. The initiative aims to develop quality education by creating a stressfree teaching-learning environment in the school Year of starting
2014
Objectives To improve basic skills of Mathematics and Science by eliminating the phobia of these subjects in GSSS Paunta To develop conceptual understanding through different activities correlating with daily life To support quality education and inculcate school culture in GSSS Paunta
Need for the Intervention Maths and Science considered as boring and hard subjects, students of GSSS Paunta lacked interest and understanding of both the subjects
190
School Innovations
Key Features • Orientation of community, teachers and students for developing innovative teachinglearning methods • Capacity Building of teachers • Involvement of parents in effective implementation and performance monitoring of students of GSSS Paunta • Timely availability of learning/ training material at schools for successful implementation of the initiative
Impact/ Benefits • The performance of students in Maths and Science improved significantly in the school • Students feel free to ask questions as well as try to solve the problem on their own • A healthier teacher-student relationship established in classrooms • Parents involvement increased due to sharing of students’ results with them
Sustainability and Scalability The program initiated by Mr Naresh Kumar, TGT (NM) GSSS Paunta resulted in significant improvement in both the subjects with innovative method of teaching. With government support, the model innovation can be adopted and further extended to other schools and locations in the State.
Zila Parishad High School, Siddipet, Telangana
Year of starting
2015
Whole School Development An initiative - developemnt by the Head Master, Sh. Payyavula Ramaswamy and other teachers of Zila Parishad High School, Indiranagar, Siddipet, Telangana - for strengthening government schools’ administration, performance and learning outcomes, through motivation of Teachers and Head Teachers
Objectives To focus on emotional and social development of students and teachers To improve cognitive abilities and address the health issues related to children To reduce the effects of acute and chronic stress of teachers
Need for the Intervention Lack of seriousness and accountability in both Head Teachers and Teachers led to irregular attendance (of both teachers and students) and poor academic levels in children at Zila Parishad High School, Indiranagar
192
School Innovations
Key Features • Conducted in-house orientation of staff of Zila Parishad High School, Indiranagar describing effects of poverty on students’ achievement followed by discussions to inform and inspire them • Encouraged teachers to feel empathy for the students rather than pity and establish a culture of caring in the school • Organized parents’ meetings to sensitize them regarding child development • A ‘Children Welfare Fund’ constituted with the help of well-wishers and donors to distribute free stationery/ consumables to poor children
Impact/ Benefits • Improvement in both behavior/ culture of students with better academic performance • Social and emotional stability in children achieved apart from reduction in side effects of adverse socio-emotional disturbances • Stress levels reduced with improved teachers’ involvement, with increased vigor and passion • The enrolment in the Government Zila Parishad High School, Indiranagar increased from 380 to 700
Sustainability and Scalability The initiative taken by the Head Master, Sh Payyavula Ramaswamy led to a rise in enrolment, as parents are shifting their children to Zila Parishad High School, Indiranagar, Siddipet after withdrawing them from nearby private schools. This model has the potential for improvement and can be scaled for development to other government schools across the State.
NGO Initiatives - Contact Details S No
NGO Name
Contact Person
Designation
Email ID
1
Abhyudaya
Sh. Vidya Shankar T R
IT Consultant
mymath7@gmail.com
2
Adamya Chetana
Sh. Pradeep Oak
Trustee
pradeep.p.oak@gmail.com
3
Akshara Foundation
Nahi
Chairman
ashok@akshara.org.in
4
Akshaya Patra
Sh.Suvyakta Narsimha Das
President
suvyakta@hkm-group.org
5
Bharti Foundation
Ms. Mamta Saikia
CEO
mamta.saikia@bhartifoundation.org
6
Bhartiya Shikshan Mandal
Dr. VamanGogate
General Secretary
drvamangogate@yahoo.com
7
Bodh Shiksha Samiti
Mr. Sasha Priyo
Senior Fellow
director@bodh.org
8
CARE India- Girls Leadership Model
Dr. Suman Sachdeva
Technical Director
sumansachdeva2001@yahoo.com
9
Centre for Science of Student Learning
Ms Vyjayanthi Sankar
Founder & Executive Director
vyjayanthi.sankar@cssl.in
10
Disha
Ms. Rekha Ramachandran
Secretary
reka.disha@gmail.com
11
Educate Girls
Mr. Zeeshan Sumari
Head of Program
zeeshan.sumari@educategirls.org
12
EHSAS
Ms. Madhuri Shasrabudhe
Chairperson
madhurianil87@gmail.com
13
Ekal Vidyalaya
Prof. Manjushree Srivastava
Trustee
manju@ekal.org
14
EQUIP
Mr. Arnab Thokder
Assistant Manager
thokder.arnab@gmail.com
15
Guru Puraskar Foundation
Sh. Anish Kumar C.J
Managing Trustee
yogianish@gmail.com
16
Gurukulam
Mr. Girish Prabhune
Founder President
gurukulam.pune@gmail.com
17
Humana People to People, India
Mr. Snorre Westgaard
Chief Executive Director & Head of Education
s.westgaard@humana-india.org
18
JodoGyan
Mr. E.K. Shajiis
Trustee
shaji.ek@gmail.com
19
Kaivalya Education Foundation
Mr. Manmohan Singh
Program Director
manmohan@gandhifellowship.org
20
Khan Academy
Mr. Sandeep Bapna
Country Director
sandeep@khanacademy.org
21
Learning Links Foundation
Dr. Anjlee Prakash
Chairperson
shatarupa.dasgupta@learninglinksindia.org
22
Lend a Hand India
Mr. Raj Gilda
Co-Founder
raj.gilda@lend-a-hand-india.org
23
Life Skill Through drama
Dr Swaroop Rawal
Freelance Educator
dearswaroop@hotmail.com
24
Manav Uthan Sewa Samiti
Sh. Narendra Kumar
National Coordinator
nka118@gmail.com
25
Million Sparks Foundation
Sh. Abhinav Mathur
Director
mathurabhinav@gmail.com
26
Room to Read
Sh. Pradeep Kumar
State Manager
pradeep.kumar@roomtore ad.org
27
Sampark Foundation
Sh. VenkateshMalur
President
venkateshmalur@samparkfoundation.org
28
ShyamchiAai Foundation
Smt. Sheetal Bapat
Director
bapatsheetal@gmail.com
29
Siksha Sanskriti Utthan Nyas
Sh. Vinod
State Coordinator
vinodkaruvarakundu@rediffmail.com
30
Sri Aurobindo Society
Sh. Mayank Agarwal
Head Operations
mayank@aurosociety.org
31
STIR Education
Sh. Sandeep Mishra
Country Director
smishra@stireducation.org
32
Tata Trust-CLIx
Ms. Sunita Badrinarayan
Communication Lead
sunita.badrinarayan@tiss.edu
33
Tata Trusts - ITE
Ms. Amina Charania
Senior Manager
acharania@tatatrusts.org
34
The India Nutrition Initiative
Sh. Vivek Arora
Senior Adviser
varora@tatatrusts.org
35
Unit of Science and Educational Development
Sh. Anshik Gangwar
Vice President
unised.india@gmail.com
36
Vandematharam Educational Research and Training Centre
Sh. Sreepathi Reddy Vippala
Vice President
sprvpp@gmail.com
37
Veda Vijnana Gurukulam
Dr. Mahabaleshwar Bhat
Principal
mahabaleshwar.vasishta@g mail.com
38
Vichar Television Network Ltd.
Mr. Dharmesh Aarya
Executive Director
dharmesh.aarya@vichaar.tv
39
Vidya Bharti
Sh. Ajay Kumar Awasthi
Public Relation Officer
askawasthi@gmail.com
40
Wadhwani Foundation
Sh. Manoj Chawla
Vice President
manoj.chawla@wfglobal.org
41
Youth For Seva
Sh. DM Kiran
President
kiran@isolcorp.com
S No School Name
Contact Person
Designation
Email ID
1
Mission Digital School
Sh. Sandip Karbhari Gund
IT Teacher
poransathikahipan@gmail.com
2
Quality Education
Sh. Naresh Kumar
Teacher
nskatoch11@gmail.com
3
Whole School Development
Shri. Payyavula Ramaswamy
Headmaster
ramaswamyhm09@gmail.com
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School Innovations - Contact Details
Northern Region Workshop on Innovation and Best Practices in School Education - Chandigarh (1-2 June, 2017)
North-Eastern Region Workshop on Innovation and Best Practices in School Education - Guwahati (6-7 May, 2017)
Western Region Workshop on Innovation and Best Practices in School Education - Pune (29-30 April, 2017)
Eastern Region Workshop on Innovation and Best Practices in School Education - Raipur (22-23 April, 2017)
Southern Region Workshop on Innovation and Best Practices in School Education - Bengaluru (12-13 May, 2017)
Rashtriya Madhyamik Shiksha Abhiyan
Department of School Education & Literacy Ministry of Human Resource Development Government of India
