Transcript From Read India I to Read India III

From Read India I to Read India III
Evolution and Next Strategy
Programs and delivery
READ INDIA
L2R
campaign
Bridge class,
remedial
classes
Volunteer
classes
Learning camps
ASER
Pre-school
Science, English
Open school
Learning Centers
Vocational
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Pratham evolution
Research ??
Policy
Innovation
Service provision
Innovation
Service provision
Urban
Service
provision
Rural
National
Urban
Rural
National
International
Training
Content
Policy
Innovation
Urban
Rural
National
International
Urban
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Read India
Learning
to Read
• 2002-04
ASER
• 2005-
Read
India I
Read
India II
Read
India III
• 2007-09
• L2R
• Campaigns
with states
• 2010-13
• L2R+ R2L
• CAMAL
• Learning
camps
• 2013-16
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LEARNING TO READ
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Tool is simple. Volunteers can assess. Parents
understand.
Testing Tool
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Simple inexpensive materials
• Letters, numbers, and barakhadi
chart:
• Simple paragraphs: set of 50 costs
10 cents.
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Basis of Read India- MP 2005-06
Change in the percentage of readers in MP betwen Jun05 and Jan
06 compared to readers in Uttaranchal and Kerala (Readers = sum
of para level I and sotry level II readers)
100%
90%
MP June
80%
70%
MP-ASER
60%
50%
MP- Jan
40%
30%
UttaranchalASER
20%
Kerala ASER
10%
0%
2nd
3rd
4th
5th
6th
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READ INDIA I
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300-370 districts
Government Collaboration
• Madhya Pradesh 2007-08
• Chhattisgarh 2008-09
• Punjab 2008-11
• Himachal Pradesh
• Uttarakhand
• UP 2007-09
• Bihar (Sankalp) 2007-10
• Nagaland
No collaboration
• Andhra Pradesh
• Maharashtra
• Gujarat
• Odisha
• Jharkhand
• Assam
• W Bengal
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Read India I and after
Punjab
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Chhattisgarh
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Lessons learned
Government Partnership
• When governments
participate with energy and
focus in combination with
voluntary efforts,
effectiveness is high
• Partnerships are
inconsistent – Government
indecision and delays…
• “Holistic” , “child-centric”
ideals worked against
“learning outcome” focus.
Volunteers and community
• Children who attend
volunteer classes learn but
reach is a problem
• Targeting specific children
may be needed.
• Teaching children in abilitywise groups is effective
• Training time is limited
• Community is not always
aware of efforts.
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READ INDIA II 2010-11
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Block Excellence Program
• Units of 100 villages
• 5 clusters of 20 villages
each in Block
• Changed model of
volunteer training
• Education for Education
added
• CAMaL approach
developed
• Learning to Read in
backward states and
Reading to Learn in
advanced states
• Reading to Learn
evolving- including
assessment
methodology
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3 years of Read India II
2012-13
Learning camps
all states- main
model
2010-11
Reduced scale
– changed
training model
Education for
Education
2011-12
Education of
Education all
states
Experimenting
with learning
campssummer camp
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EFE changing
Less volunteer
time needed
Experimenting
for high impact
and depth
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Government Partnerships
State level
• Punjab continued but
uncertain
• Himachal for upper primary
math and English content
and training
• Gujarat assistance with
Pragya
Region or districts
• Uttarakhand remedial
learning in BEP
• Non-financial in Odisha and
Rajasthan BEP• Bihar – district level
evolving
• Maharashtra on and off
• Chhattisgarh 3 blocks
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LEARNING CAMP AND CAMAL
APPROACH
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• MAH, MP, CHHGRH, ODI,
AP, GUJ tried learning
camps from Sep 2011.
• Other states started in
summer 2012
• Volunteer classes
continuing in many states
but learning camp is the
main method of delivery
now.
• Summer camps (Apr-MayJun, Jul 2012): 7005
villages. 200,000 children.
Duration varied from 5
days to 30 days.
• Learning camps Aug-Nov:
8333 villages, 300,000
children Std 3-5
• Duration about 7-10 days
per camp with ave 2
volunteers
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SMS MONITORING
• http://pratham.tlitech.net/
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Harshad’s learning camp
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CAMaL Approach- Numbers
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Questions
Std 3-5
• How many camps are needed
to achieve math, reading,
writing goals?
• How can a learning camp
delivery strategy be optimized
for impact, time, cost?
• Should Pratham modify its
delivery strategy to focus on a
whole district to achieve best
delivery and advocacy impact?
Std 1-2
• Can learning camps be
useful for Std 1-2?
• What strategy can be used
for emergent and early
reading- numeracy?
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WHAT CAN BE ACHIEVED IN 3
LEARNING CAMPS? HOW CAN WE
TRANSFER KNOW-HOW TO
GOVERNMENT SCHOOL SYSTEMS?
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Government seems to be moving towards
learning outcomes with goal setting. Need
to keep pushing
READ INDIA III
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New Context
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Broad Academic Plan
Emergent and early literacymath
• Age Groups:
Building on basics
• Age groups:
– age 3-5 +6-7
– Age 8-10 /12
• Stage-wise goals in Reading,
Writing, and Math
• Listening -Speaking –
expression
• Reading fluency and
comprehension
• Writing skills – engaging with
texts and self expression
– 11-14
– 14-18
– 18+
• Foundation Course in basic
reading, writing, math for
all age groups
• Math, English, Science for
all age groups
• Foundation and Secondary
Certification
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Organization
Read India
Leadership
Research
With ASER
Communication
Documentation
Training and
Content Group
On ground
leadership
Training Blocks
Advocacy
1. Pre-school +
Std 1 and 2
2. Std 3-5
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CHOICES AND OPTIONS
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Width vs depth?
What scale is sustainable
• Should we work in 19
states?
• If we do cut down.. On what
basis?
• Should we scale down
further?
• Without scale no ability to
work with governments on
large scale.
What depth is sustainable
• Should we go on increasing
depth of intervention?
• Depth require more time
and money. But, it is also
important to offer solutions
for broader education
agenda
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Std 3-5
Learning camp as demoadvocacy
• Demo district? Or, demo
blocks?
• 10,000 schools per year for
3-5 years OR 30,000 schools
over three years
Impacting governments
• Abandon demo work when
working with government?
Or, train additional people
to work with government?
• Human resource issue
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Pre-school and Std 1-2
Demo villages?
• Set up balwadis in cluster
centers
• Parents’ self help groups?
Working with government
• Volunteers to work in
schools or ICDS for 1 hr
every day
• Library for children with
take-home worksheets etc?
• Does mere training of
teachers work? MP
government talks.
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Financial sustainability
Private and Corporate funds
• More fundraising efforts in
India.
• Will corporate funds lead to
diffusion of geographic
focused demonstration?
• Long term foundation
funding: how long will it
last?
Entrepreneurial?
• Volunteers and education
entrepreneurs and tutors?
Is this desirable
• Pratham Supported
Schools- should we support
private schools for a
revenue?
Should Pratham start or take over or adopt schools?
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MORE ON THE 15TH
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