Transcript For the year 2008-09

Piloting of General Education
Quality Analysis Framework
(GEQAF)
Madhya Pradesh (MP) &
Meghalaya
National Council of Educational
Research and Training (NCERT)
Location of
Piloting States
Madhya
Pradesh
Districts: 06/50
Bhopal
Betul
Indore
Ujjain
Datia-T
Satna-T
17 July 2015
Meghalaya
Districts: 06/11
East Khasi Hills
West Khasi Hills
Jaintia Hills
Ri-bhoi
North Garo Hills
West Garo Hills
Why Quality Analysis of Education?
Huge infrastructure in place
• Are the levels of learning matching?
• Quality? Effectiveness?
• SWOT analysis needed
•
GEQAF
GEQAF: Tools
• Relevance/Responsiveness
• Equity and inclusion
• Curriculum
• Learning Capabilities
• Learners
• Teachers/Educators
• Lifelong learners
•
Learning
environment
• Learning
• Governance
• Teaching
• Financing
• Assessment
• System efficiency
• Use of ICT in Education
17 July 2015
5
GEQAF Pilot
Tools being finalised for piloting in MP and Meghalaya
17 July 2015
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GEQAF Pilot
Conti…
• Tools finalised, Hindi Translation done for MP
• Planning meeting organised with, and in,
states: July, 2012
• Workshops with stakeholders in states: Sept
2012
• District level consultations
17 July 2015
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Contextualisation of Tools: Modifications
• T.1. “Job market” instead of “Labor market”
• T.3 “Learning Capabilities” in place of
“Competencies”
• Pop ups & clarifications suggested at many places
17 July 2015
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Relevance and Responsiveness
• Articulated in the Constitution, Five Year
Plans, Policy Documents- NPE, NCF, SCF2007 in MP etc.
• Infrastructure-Human & Physical-insufficient
• Vocational courses lack vertical mobility
• Mind set attached with White Collar and
Blue collar jobs
• National Vocational Education Qualification
Framework (NVEQF) being piloted in few
states
17 July 2015
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Equity and Inclusion
• Act, Policies and schemes are in place- RCI, PWD,
RTE etc.
• Incentives for various groups-Reservations,
Schools, Hostels, Mid Day Meals, Scholarships,
facilities for CWSN, etc.
• Challenges--cognitive and socio-cultural inclusion,
improving infrastructure, qualification & training of
teachers
• Development of pedagogical materials and tools
that address specific cognitive needs of CWSN
17 July 2015
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Learning Capabilities
• Policies and Curricular documents have
elaborated learning capabilities
• Competency matrix-class-wise, stage-wise
developed in MP
• Administrators, teacher educators, teachers
lack adequate understanding of curricular
philosophy and concomitant practices
• Resources, training for all concerned need
to be strengthened
• Communication and ICT skills needs to be
developed along with other capabilities
17 July 2015
11
Lifelong Learners
• Policies and curricula encourage learners
towards this goal
• Regular update/ upgrade programmes in the
world of work
• Mechanisms exist beyond formal system:
Sakshar Bharat, Television and Radio, ICTs,
libraries, NGOs participation
• Open Learning Systems-National and state
(NIOS, SOS, IGNOU, State Open University)
• Lacking accessibility, awareness at grassroots
level
• Expansion of facilities required
• Need to develop partnerships with NGO sector
• System need to play a proactive role
17 July 2015
Learning
• There is a paradigm shift in
conceptualisation of learning as
construction of knowledge:NCF-2005
• Learner Achievement Surveys carried out to
assess quality in learning
• Wide disparity in learning outcomes (urbanrural, male-female, SES, differently abled,
etc.)
• Provisions and practices need to address
the issue
17 July 2015
13
Teaching
• NCF defines as a process to facilitate learning
and teacher as facilitator
• However, entrenched practices are traditional
• QMT-SSA implemented by states
• Both the states are discussing the new teaching
learning perspectives
• Strengthening of support structures for teacher
training required
• Teachers need to be freed from non-teaching
activities
• Qualifications, induction training, good service
conditions (salary etc.) required (for parateachers as well) for effective functioning
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Assessment
• Policies and documents emphasize CCE up to
Class-XII and no detention policy up to ClassVIII
• Source Book on Assessment-NCERT tried outMeghalaya
• Meghalaya planning to pilot CCE in 500
schools
• MP adopted CCE and documented outcomes
• Concept of CCE as holistic approach is
misunderstood
• Continuous training for teachers, teacher
educators, administrators required
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Curriculum
• The Constitution, NPE, other policy documents,
researches are consulted in designing
curriculum
• National Curriculum Framework shared with
states and notified as THE framework for all
states/UTs
• States develop policy/ Curriculum Framework.
MP developed SCF-2007, Meghalaya in the
process
• Coordination & common understanding among
all stakeholders needed for effective execution
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Learners
• NCF-2005 talks about primacy of learner as
constructor of knowledge, and hence
involved in curriculum development process
• This is not understood in states
• Mechanism to address diverse groups of
learners required
• Plurality of materials for linguistic minority
groups required
• Teacher, teacher educators training required
17 July 2015
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Teachers/ Teacher Educators
• Policy documents in place (NCF, NCFTE)
• Regulatory mechanism in place (NCTE) and
teacher recruitment policy in place
• Various models of courses are in practice
• Teacher Eligibility Test (TET) is now mandatory
• Challenges for preparation of quality teachers
exist-mushrooming growth in MP and
shortage in Meghalaya
• PSTE and ISTE courses are not revised in sync
with NCF-2005, NCFTE-2009
• Continuous training of teachers, educators
required on new pedagogy and evaluation
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Learning Environment
• Policy, guidelines, mechanism in place:
NPE,RTE, NCPCR,RCI, Boards
• Access to infrastructure, facilities, TLM have
increased over the years
• Guidelines for child friendly school in MP
• All schools not equipped with basic facilities
(toilet, drinking water etc) Meghalaya
• Equity and inclusion issues--speedy
Implementation of RTE Act needed
• Quality physical and psycho-social
environment needed (Meghalaya-problem of
teenage pregnancy and delinquency
observed)
• Counselors need to be provided in schools
17 July 2015
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Use of ICT in Education
• Country has a National Policy on ICT in School
Education
• CAL-SSA, ICT@Schools Scheme-RMSA under
Implementation-Meghalaya teachers
uncomfortable
• Headstart Programme is implemented-MP
• Piloting states have partial ICT Infrastructure,
EDUSAT network
• Maintenance, power cuts, untrained teachers,
slow internet are stumbling blocks
• Need to build infrastructure, use ICT for teaching
learning, training & governance in big way
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Governance
• ECCE to senior secondary level-structures
in place
• Education portal created and used (MP)
• Transparency and accountability still a distant
dream
• Active Community monitoring of schools
needed
• Coordination/Synergy among Dept./ parallel
structures a missing link
• Political instability leading to delayed policy
17 July 2015
Financing
• Education is a concurrent subject- major funding
by Central Govt. including special schemes
• Decentralised budgeting is encouraged-GOI
• Finance management-flow of funds to
grassroots level is an issue
• e-Governance and e-transfer of funds has made
the system transparent, quick (MP)
• State financing to education needs to increase
17 July 2015
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System Efficiency
• Policies, strategies, annual work plan
promote efficient use of resources
• Weaker and slow system of feedback
• Monitoring and supervision at all level needs
to be strengthened
• Education Portal for tracking some services
in place
• Third Party Evaluation of systems, policies,
schemes, plans required (MP)
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Importance of the Framework
• Framework enhances understanding comprehensively
by generating varied dimensions of every aspect of
school education
• Intricacies involved in schooling are made visible
• Disjointedness that exists in the system gets exposed
• Interconnectedness of various aspects of education is
highlighted/ brought forth
• Opens up research areas and brings forth the need to
use research findings as feedback
• Hence framework may be adopted
17 July 2015
Piloting Tools discussed with stakeholders in New Delhi-India
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Lessons Learnt from GEQAF Piloting
•
•
•
•
•
•
•
Identify key strengths to build on
Critical constraints that require redress
Measures required for redress
Implementing responsive measures
Benchmarking and monitoring progress
Systems and stakeholders accountability
Such an analysis required periodically
26
(Interaction with some students and teachers of East Khasi Hills District in Meghalaya)
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(Interaction with teacher trainees and faculty of CTE(PGT), Shillong
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of East Khasi Hills District in Meghalaya)
(A scenic beauty while approaching Shillong, the capital of Meghalaya)
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